摘要：Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} The text refers to a research that investigated how the collaborative practices applied as formative strategies in a study group with Pedagogy students contributed to a (re )signification regarding mathematics and its teaching for these students . We analyzed the different formative strategies that were adopted in the group and were considered as promoters of teacher learning , as well as investigated the learning process in two ways: the undergraduates as future teachers who teach mathematics at the Basic School and the researcher , as a trainer. This research was conducted in a working group set up in the São Francisco University (SP) ( GEEM - Group studies in mathematics education ), composed by undergraduates in Education and a researcher , who also assumed the role of trainer. The data were collected from recordings of the group meetings , from the participants ' written production , from interviews and from the researcher's field diary . We analyzed the different training strategies that have provided moments of reflection and learning about mathematics and its teaching to this group . We highlight the reading of narratives written by teachers/authors as a process that was very significant for the participants . The results provide clues about the formation of teachers who teach (will teach) mathematics in the early years of elementary school, from the formation of collaborative groups , shared readings and problem-solving approach of the trainer . Keywords: Collaborative groups; Teacher training; Formative strategies; Mathematics education.
