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This paper discusses prospective kindergarten and primary teachers’ knowledge (PTs) in the scope of parallelism between lines. Data has been collected during the discussion of a task designed for teacher education implemented in the 3rd year of a Pedagogy course of a public University of São Paulo, to 28 prospective teachers. The task was designed with the aim of accessing and developing PTs Specialized Knowledge in the scope of parallelism between lines. Data has been gathered from written productions and audio and video recordings of small group discussions. The specialization of teacher’s knowledge is considered in the perspective of the Mathematics Teachers’ Specialized Knowledge (MTSK). Results reveal PTs knowledge related to the definition of parallelism between lines (grounded in the distance), as well as related to the existence of different forms of the parallel representation of straight lines such as mathematical language and natural language. Results reveal also evidence of knowledge concerning connections between parallelism and other mathematical topics as the tangent of an angle.

CONHECIMENTO ESPECIALIZADO DE FUTUROS PROFESSORES DA EDUCAÇAO INFANTIL E ANOS INICIAIS NO AMBITO DO PARALELISMO ENTRE RETAS