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O presente artigo discute elementos de uma pesquisa que investiga a influencia do semiarido na pratica do professor de Matematica. Algumas situacoes podem ocorrer em salas de aula e que sao caracterizadas como ocasioes decisivas para a continuidade dos processos de ensino e de aprendizagem. O ensino da Matematica e algo que tem que ter elementos significativos que sirvam de subsidios para o entendimento do aluno, com os quais ele podera associar os conteudos matematicos com a sua realidade. Falta aos docentes elementos primordiais para desenvolver um ensino contextualizado da Matematica voltado para a realidade do semiarido brasileiro. Um ensino dessa natureza pode gerar um ambiente atrativo e significativo para os alunos da regiao, contribuindo para a construcao, analise e reflexoes sobre o conhecimento da Matematica a partir da sua realidade. Essa Matematica contextualizada precisa ser compreendida de forma clara como um objeto sobre o qual se pode atuar, inventar e mudar. A possibilidade de contextualiza-la com as vivencias cotidianas dos educandos e real. Contudo, para que ela possibilite a construcao de conhecimentos, e essencial que o ensino da Matematica seja baseado em procedimentos que facilitem o educando compreender e transformar sua realidade. AN OVERVIEW OF THE MATHEMATICS TEACHER CLASSES FROM SCHOOLS OF PARAIBA SEMIARID REGION (BR) ABSTRACT This paper presents elements of a research that investigates the influence of semiarid in the practice of mathematics teachers. Some situations may occur in classrooms and are characterized as critical occasions to continue teaching and learning processes. The teaching of mathematics is something that has to have significant elements that serve to students’ understanding, with which can associate the mathematical contents to their reality. There is a lack of primordial elements to teachers propose a contextualized teaching of mathematics based on the Brazilian semiarid region reality. Such kind of teaching can generate a more attractive and meaningful classroom atmosphere to those students who live in that Brazilian region. Such teaching approach can contribute to build, to analyse and to reflect on mathematical knowledge based on their reality. This contextualized mathematics needs to be understood in a clear way as an object that enable learners to construct knowledge. The possibility to contextualize it with students´ daily experiences is real. However, in order to allow the construction of knowledge, it is essential to have a teaching of mathematics with procedures that facilitates the learners to understand and transform their reality.

UM OLHAR PARA A PRÁTICA EM SALA DE AULA DO PROFESSOR DE MATEMÁTICA DA ESCOLA DO SEMIÁRIDO PARAIBANO