This research aimed to construct a historical account of the mathematical training offered inthe secondary school teacher training course (Magistério) that provided professional trainingfor teachers of Early Childhood Education and the 1st to 4th grades of Elementary School inthe city of Vilhena/RO during the period from 1980 to 2001. To this end, we investigated theorganization of the Wilson Camargo State Institute of Education, the first educationalinstitution established in the municipality. We examined the school culture that permeated theMagistério course and highlighted, based on curricular documents, how mathematical trainingwas delivered. We also conducted interviews with former students, teachers, and professionalswho worked during the period in question, bringing us closer to the practice and training ofmathematics education. Specifically, we investigated the values, pedagogical practices, andinterpersonal relationships that characterized the Magistério course during this period, as wellas problematizing the different curricular matrices, focusing on the mathematical trainingoffered throughout these two decades. The central question of this investigation is: How wasthe mathematical training offered in the secondary-level teacher training course (teachingdegree) constituted, which provided professional training for teachers of early childhoodeducation and grades 1 to 4 of elementary school in the city of Vilhena/RO during the periodfrom 1980 to 2001? This study adopts a qualitative approach, of an exploratory andinterpretative nature, within the field of the History of Mathematics Education. The researchsources guiding this investigation are: documentary analysis, allowing access to records fromthe Wilson Camargo State Institute of Education, complemented by semi-structured interviewsconducted with former students, teachers, and staff who worked during the time period underconsideration. The theoretical framework is based on Buffa and Nosella (2013) for the studyof school institutions; Garnica (2004) for Oral History; Bloch (2001) and Le Goff (2003) forhistoriographical research; Valente (2007) and Saviani (2009) focused on teacher training; andAlbuquerque (2014) addressed aspects of the History of Mathematics Education and localhistory. It should be noted that this work was carried out with the support of a grant funded bythe National Council for Scientific and Technological Development – CNPq. The results revealthat the training of mathematics teachers underwent significant transformations between 1980and 2001. The documents revealed that teacher training was the first gateway to professionallife for women in the region, cultivating a rich school culture connected to the community. Thecourse was sustained by close relationships and dedication to teaching in a context of intenseurbanization in Vilhena. The training abandoned the focus on pure content to embrace aspecialized approach aimed at teaching children to think mathematically. Analysis of internaldocuments and accounts, including testimonies, demonstrated the use of manipulable materialsto overcome the fear of mathematics through playfulness. It is concluded that mathematicalpreparation balanced rigor and creativity, with "Didactics of Mathematics" at the heart of thetraining. The closure of the course in 2001, due to its adaptation to the LDB 9394/96 —influenced by the thinking of Darcy Ribeiro — marked the end of an era, but the legacy ofresilience and social transformation of the Wilson Camargo Institute remains as a resource forthe current challenges of teaching mathematics in the early grades.

This research investigates how pedagogues who work in the early years ofElementary Education produce meanings for Mathematics in their training andteaching practice, considering the legitimacies they mobilize, the repertoires ofmathematical action they activate, and the silences that emerge in response tocertain teaching demands. The investigation adopts a qualitative approach andinvolves the participation of five teachers from the EMEIEF Professora DinalmirFerreira Barros de Lisboa, located in Ji-Paraná, Rondônia, Brazil. Data wereproduced through questionnaires, interviews, and field notebook records. Dataanalysis, guided by the Semantic Fields Model, focuses on the semantic fieldsmobilized by the teachers when operating with mathematical content and on themodes of meaning production that orient their pedagogical actions. The finalconsiderations indicate that the production of meanings for Mathematics is closelyrelated to the teachers’ formative experiences and beliefs, influencing their didacticchoices and the ways in which teaching is legitimized. The analyzed enunciationsreveal the recurrent use of didactic materials and concrete resources in teachingpractice, which actively participate in the production of mathematical meanings. Thestudy highlights the need for formative processes that broaden both mathematicaland pedagogical repertoires. It is expected that the results will contribute todiscussions on initial and continuing teacher education, offering elements tounderstand how pedagogues who teach Mathematics produce meanings for thediscipline and for their teaching practice.

This research analyzes the insertion of Financial Education (FE) in High School, focusing onofficial documents, academic productions, and textbooks, especially within the context ofRondônia. The investigation is based on the perspective of Critical Mathematics Education,supported by Ole Skovsmose (2001, 2008), who advocates for a curriculum connected to realityand aimed at citizenship, and on the conceptions of emancipatory education by UbiratanD’Ambrósio (2019) and Paulo Freire (1967). Methodologically, it is a qualitative research ofbibliographic and documentary nature. The corpus of analysis included the National CommonCurricular Base (BNCC), the National Strategy for Financial Education (ENEF), the CurricularReferences of Rondônia (2013 and 2021), dissertations from the Sucupira Platform, and themost widely adopted textbook in 2025 in the municipalities of Ouro Preto do Oeste and Ji-Paraná. The main objective was to understand the consolidation of FE in educational policiesand its materialization in curricular documents and textbook. The results indicate that, althoughFE has gained space as a Contemporary Transversal Theme after the BNCC, its approach in theanalyzed documents and books still occurs in a diluted and predominantly transversal manner,which may create gaps in pedagogical practice. It was found that the analyzed didactic workpresents advances by proposing interdisciplinary situations such as family budgeting, but it stilllacks a deeper problematization of regional socioeconomic inequalities, requiring qualifiedteacher mediation to achieve emancipatory potential. It is concluded that the insertion of FE inRondônia reflects a movement of compliance with national guidelines, yet faces the challengeof overcoming a purely technicist view in favor of critical and contextualized financialeducation.

This research addresses the beginning of teaching in Youth and Adult Education (EJA) by teachers who teach Mathematics, with the general objective of: Analyzing the conceptions expressed by teachers who teach Mathematics about the beginning of their teaching career in EJA, as well as about teacher training to work in this modality and the teaching-learning process of Mathematics for young and adult learners. The theoretical framework emphasizes aspects of EJA and the teaching-learning process of Mathematics in this specific modality of Basic Education, mainly based on the studies of Gadotti (2008), Jardilino and Araújo (2014), Fonseca (2012) and Ribeiro (2007); and on the National Curriculum Guidelines (DCNs) for EJA (Brazil, 2000) and the Curriculum Proposal for EJA (Brazil, 2002). Furthermore, the theoretical framework focuses on elements concerning the training and work of EJA teachers and the beginning of their teaching careers, based on Tardif (2014), Huberman (1995), and Arroyo (2006). Methodologically, the research has a qualitative approach and constitutes field research, based on Bogdan and Biklen (1994), Fiorentini and Lorenzato (2012), and Severino (2007); with the participation of three teachers who teach Mathematics in EJA with up to five years of teaching experience, teaching Mathematics in classes of this teaching modality in public schools in the municipality of Ji-Paraná and the surrounding region, in the state of Rondônia. Data was collected through a characterization questionnaire with objective questions to outline the profile of the research participants; and semi-structured interviews were conducted with these participants. For the analysis and discussion of the data, this research adopted the interpretative perspective of qualitative research, supported by three categories of analysis: 1. Teachers' Understandings Regarding Teacher Training to Work as Teachers of Mathematics in EJA; 2. Teachers' Understandings Regarding the Teaching-Learning Process of Mathematics in EJA; 3. Teachers' Views on the Feelings, Experiences, and Difficulties of Beginning their Teaching Career in Mathematics in EJA. The research results reinforce the understanding that teaching mathematics in EJA requires more than just mastering the content and technical terms of the subject; above all, it is essential to have a socially committed attitude towards young and adult learners based on mathematical knowledge. Furthermore, the results showed that the beginning teachers who participated in this research demonstrated a willingness to learn from practice and advocate for the need for new methodologies for teaching mathematics in EJA, also recognizing their role as agents of social transformation for young people and adults marked by educational exclusion and, consequently, by social and cultural exclusion. Moreover, the results of this research reinforce the importance of investing in training policies,
more inclusive curricula, and spaces for dialogue between theory and practice, in order to adequately prepare and support beginning mathematics teachers in EJA.

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In contemporary times, Metacognition has been investigated in different fields of study and has made numerous contributions to the construction of mathematical knowledge. Therefore, we sought to look at this topic in the context of teacher training, the objective of which was to understand the contributions to the teacher training process evidenced in the theses and dissertations defended in Brazilian programs that investigate Metacognition in the initial and continuing training of teachers who teach Mathematics (1980 to 2023). In the theoretical foundation, references from the field of Education, Psychology and Mathematics Education were used, especially on the initial and continuing training of teachers. Methodologically, the investigation uses a qualitative, state-of-the-art research approach. The mapping of theses and dissertations took place in the CAPES Catalog - Coordination for the Improvement of Higher Education Personnel and BDTD - Brazilian Digital Library of Theses and Dissertations. The time frame adopted covers the years 1980 to 2023. The interpretative and analytical process of the data occurred through the systematization of two thematic axes: overview of theses and dissertations that deal with Metacognition in the training of teachers who teach Mathematics; and what research on Metacognition expresses in the training of teachers who teach Mathematics. In the second axis, the discussions were organized into two groups: Metacognition in initial training and in continuing training. As results obtained, only 13 studies were identified (05 theses and 08 dissertations). Eight of them deal with Metacognition in initial training and five in continuing training. Among the contributions of Metacognition to teacher training, self-regulation, critical reflection, emotional management of teachers, strengthening of teacher autonomy, understanding of cognitive processes and emotional resilience were identified. Differentiations between initial and continuing training, the first emphasizes strategies such as problem solving, reflective writing and mathematical investigation. While continuing education emphasizes collaborative practices and analysis of pedagogical experiences and theoretical contributions, among others. Research also demonstrates that Metacognition is not just a pedagogical tool, but a transformative axis in teacher training. By promoting self-knowledge, emotional management and adaptation to educational challenges, it prepares teachers to face the complexity of teaching Mathematics in different contexts. At the end of the research, it is expected that the results will encourage new studies and provide reflections on the relevance of Metacognition in the training of teachers who teach Mathematics and therefore the need to systematize the category of metacognitive knowledge for teaching, so that its construction is provided in different contexts of teacher training, especially that it is included in the curriculum of Pedagogy and Mathematics degree courses.

This work is the result of a master's research project that is part of the Postgraduate Program in Mathematics Education (PPGEM). It emerged after readings in the field of historiography and discussions with the Research Group on the History of Mathematics Education of Rondônia (GHEMAT-RO), leading to reflection on the author's personal life story that is intertwined with the history of the Escola Estadual de Ensino Fundamental e Mé dio (EEEFM) Professor José Francisco dos Santos, located in the city of Ji-Paraná /RO. Its main objective is to understand how Mathematics was taught during the decades of 1970 to 1990 in this school. The time frame is limited to the emergence of the institution until the end of the 1990s, which coincides with the implementation of LDB nº 9.394/96, highlighting Mathematics Education (ME) in this period. The research is situated in the field of History of Mathematics Education (HEM) with a methodological approach of Oral History, a source constructed from documents and narratives of nine eyewitnesses: three teachers who taught Mathematics, three former students, an administrative technician, a person from the community and the daughter of the teacher who was honored and had his name placed on the school. For the investigation, official documents, photographs and newspapers, among others, were analyzed. The research question is: how did the teaching and learning of Mathematics occur at Escola Professor José Francisco dos Santos during the decades of 1970 to 1990? The theoretical and methodological bases are based on authors such as Le Goff (1990), Bloch (2001) and Rusen (2007), who carried out studies addressing some methodological techniques for historiographical research, in addition to Fiorentini (1995), Valente (2007), Garnica and Souza (2012) and Fiorentini and Lorenzato (2012), with investigations in the field of HEM. Among the results, it can be highlighted that Mathematics teaching took place in different ways, methodologically developed according to the life experiences of teaching professionals who faced the challenges of teaching to a public that experienced financial difficulties and in a school with a lack of infrastructure and teaching resources. The textbook was a prominent resource mainly in the 1980s and 1990s,
when teachers followed a sequence of exercises prioritizing problem-solving training. Thus, amidst advances and setbacks, teaching took place under the influence of technocratic and constructivist tendencies. This research leads to the reflection that many stories are anonymous and lack investigations to bring to light a fraction of this wealth hidden in time, contributing greatly to the construction of the history of education in the city of Ji-Paraná /RO

Mathematics is still commonly regarded as a naturally neutral field, one that does not allow for discussions involving social, political, or economic issues. However, the school, as a social space marked by diversity and difference, often reinforces norms of normality imposed by society and dominant cultures. These norms tend to highlight differences in a negative way, leading to social exclusion and the reproduction of prejudice against minoritized groups or those considered “different”. Aware that the mathematics classroom is not immune to these social issues, it is essential to understand that topics such as gender and sexuality are also present in this context. In light of this, we pose the following question: How do mathematics teachers in public schools in Pimenta Bueno (RO) perceive issues of gender and sexuality, and how are these themes connected to mathematics teaching? This research aims to analyze the perceptions of mathematics teachers working in public schools in Pimenta Bueno (RO) regarding gender and sexuality and their relationship to mathematics education. The theoretical framework draws on authors from the fields of mathematics education and gender and sexuality studies. We adopted a qualitative, narrative-based approach. Data were generated through questionnaires, field diaries, and semi-structured individual interviews. The study involved five mathematics teachers from the state education system of Pimenta Bueno (RO), in addition to the researcher herself. Data analysis was carried out in a critical-reflexive manner, based on the organization of thematic axes — a technique commonly used within the context of the Graduate Program in Mathematics Education (PPGEM) at the Federal University of Rondônia. The development of the research enabled engagement with various studies produced over the last decade that address themes related to mathematics education, such as the exclusion of minoritized groups, social injustices, among others. This perspective, known as Critical Mathematics Education, focuses on the pursuit of social justice and has encouraged debates that incorporate gender and sexuality issues into mathematics classrooms, opening up space for investigations aimed at breaking with historically normalized societal standards. From the analysis of the narratives constructed in this study and through dialogue with the authors who supported the discussions, it became evident that although gender and sexuality are present in the identity formation of the individuals who inhabit the school environment, mathematics teachers are still unprepared to (re)acknowledge this presence. As a result, they are unable to establish connections between gender, sexuality, and the teaching of mathematics, which hinders the development of a pedagogical practice aimed at social justice, human emancipation, and the promotion of equity. Therefore, it is imperative that research in mathematics education, as well as teacher training programs, engage more deeply with social issues, including gender and sexuality, encouraging mathematics educators to address injustices, prejudice, and the exclusions experienced by minoritized groups, such as LGBTQIA+ individuals. In this way, mathematics can be understood not as a neutral and universal science, but as a field shaped by and capable of shaping social, political, and economic realities. Until we are able to break with the historical barriers that support the idea of mathematics as a discipline detached from social implications, the mathematics classroom will remain a space that reproduces social injustices and prejudice. It is hoped, therefore, that the results of this research provide a foundation for the development of strategies that promote a more inclusive and equitable mathematics education, one that enables students to read and write the world critically through mathematics.

The general objective of this study is to analyze the contributions, challenges, and perspectives of a continuing education course on gender and sexualities, based on the conceptions of Mathematics teachers working in rural public schools in Ji-Paraná (RO). The theoretical framework draws on authors from the fields of Mathematics Education and Gender Studies. The study is characterized as qualitative research, employing interventional research procedures. Participants included one male and two female mathematics teachers working in rural schools in Ji-Paraná (RO). A continuing education course was offered in a remote format with a workload of 20 hours, on the theme "Mathematics Education, Gender and Sexuality: Building a more inclusive rural education," with support from Prisma - Research and Extension Group in Mathematics Education and Diversity and the Rondônia Group for Studies and Research in Teacher Training for Mathematics Teachers (Gfopem), research line Human Diversity and Interculturality. Data production was carried out through the application of a questionnaire to the research participants at the time of course registration, notes in a field diary during the process and, at the end, a semi-structured interview. Data analysis was carried out by establishing four thematic axes, namely: (1) Organization and development of the continuing education course; (2) Participants' initial perceptions of gender, sexuality, and Mathematics Education; (3) Impacts of continuing education and possible transformations in teaching practices; and (4) Potential and limitations of continuing education as a strategy for addressing inequalities. Data analysis indicates that the course achieved its proposed objective, revealing a significant transition in the teachers' conceptions that unfolded in their pedagogical actions. Previously, the approach was limited to the biological and reproductive aspects, reinforcing stereotypes and disregarding the complex social, cultural, and identity dimensions that constitute gender and human sexuality. Post-training evidence demonstrates that teachers have incorporated an understanding of the social, cultural, and historical dimensions of gender into their discourse and attitudes. As indicated by the data, this theoretical evolution was reflected in the adoption of teaching strategies that acknowledge the complexity of the topic and in the reorganization of pedagogical work, breaking with the previous silence on gender and sexuality issues in daily school life. Regarding the potential of continuing education, teachers pointed out the importance of these actions being practical and dynamic. However, this training process needs to be continuous and intentional, structured on two essential pillars: the demands of society and the interests of teachers. When addressing gender and sexuality education in rural schools, an obstacle to addressing the topic is still observed, mainly due to the cultural and religious resistance present in these communities, which reinforce a hegemonic and conservative view. This highlights the need for continuing education to address not only the practical and pedagogical dimensions, but also to promote a safe space for critical reflection and the deconstruction of prejudices among educators. Therefore, it is hoped that the findings of this research will validate the urgency of developing training processes aimed at overcoming resistance to an education that includes gender and sexual diversity in mathematics classes in rural schools.

This research deals with the Mathematics teachers’ training, especially the continuing training in the context of Youth and Adult Education (YAE), aiming to analyze the contributions of continuing training actions, offered by the Municipal Department of Education of Ji-ParanáRO (SEMED/JP) in the years 2021 and 2022, for teachers' understanding about Mathematics teaching and learning at YAE. The investigation was guided by the following question: What are the contributions of continuing training actions, offered by the Municipal Department of Education of Ji-Paraná/RO (SEMED/JP) in the years 2021 and 2022, to teachers' understanding of Mathematics teaching and learning at YAE. Methodologically, this is a qualitative investigation, usig the field research, supported by the guidelines of Bogdan and Biklen (1994), Fiorentini and Lorenzato (2012) and Lüdke and André (2018). As data production instruments, there were used a characterization questionnaire, semi-structured interview and document analysis were. Participated of this the study six teachers who teach Mathematics at EJA, belonging to the SEMED/JP permanent staff and took the aforementioned training. As a theoretical contribution, there were studies by authors dealing with YAE (Gadotti, 2013; Haddad; Di Pierro, 2000; Soares, 2002), Mathematics Education in YAE (Fonseca, 2012; Ribeiro, 2007, 2014; Carvalho, 1995) and teacher training (Nóvoa, 1991, 2002; Imbernón, 2009, 2010, 2011; Candau, 1996, 2003; Galindo; Inforsato, 2007; 2016), among others. The results indicate that the analyzed continuing education contributed to the training process and teaching performance regarding Mathematic teaching, although this aspect aspect had not been its specific objective. It was also observed that such continued training helped teachers who teach Mathematics to develop a better understanding of who the YAE audience is, their specificities and needs, as well as the YAE teacher's own identity. Furthermore, the training contributed to the better development of teaching activities in Mathematics at YAE, reflecting new perspectives regarding teachers’ continued training.

This Master's dissertation in Mathematics Education, from the Postgraduate Program in Mathematics Education at UNIR – Ji-Paraná campus, is part of the line of teacher training, and aimed to analyze how the actions of collaborative pedagogical work in Ji-Paraná/RO between teachers from the initial years of Elementary School and Specialized Educational Services (AEE) collaborate in teacher training with a view to Inclusive Mathematics Education. For this, the Collaborative Teaching model was applied in our research, where the AEE teacher, who is also a researcher, and the teachers in the common classroom, these research participants, developed the activities in their classrooms. of common classes, these are collaboratively planned for teaching Mathematics. Regarding the research methodology, it was developed using a qualitative approach, based on the principles of collaborative interventional research, involving four teachers who teach Mathematics in the common classroom in the city of JiParaná/RO and a Specialized Educational Service teacher, being This is the researcher. As instruments for data production/collection, the study used questionnaires, semi-structured interviews, observation and field diaries. It was carried out in the following stages: diagnostic stage using questionnaire instruments, interview (this being the initial and individual one) and observation of the common classroom; intervention stage with planning, application and reflective session; and, the evaluation stage, using the interview, which was done collectively with all teachers participating in the study. Regarding the research methodology, we report to the theorists: Flick (2009), Minayo (2008; 2010), Bogdan e Biklen (1994), Fiorentini e Lorenzato (2012), Gil (1999; 2008), Damiani (2013), Hetkowski (2016), Ibiapina (2008), Fiorentini (2019), Miola (2021), Gately e Gately (2001) e Marconi e Lakatos (2003). No que se refere aos aportes teóricos que fundamentaram a pesquisa, tivemos suporte em: Brasil (1988; 1990; 1996; 1999; 2008; 2010; 2011; 2015; 2018; 2020), Gatti (2008; 2010), Pereira (2006), Imbernón (2009; 2011), Fiorentini et al. (2002), Cruz (2017), Desgagné (2007), Lorenzato (2010), Nóvoa (1997), Passos et al. (2006), Valle e Connor (2014), Capellini e Zerbato (2019), Ponte (2012), Curi (2018), Mazzotta (1989), Sassaki (1997; 2003), Mantoan (2003; 2014) e UNESCO (1968; 1990;1994). Among the results obtained with the research, these demonstrated that, in general terms, the participating teachers reported that their degree in Pedagogy did not provide knowledge to teach Mathematics to students with disability and learning disorder, requiring continued training and that each teacher presents their definition; however, it was noticed, in all speeches, that they are based on the idea of updating. Furthermore, they have a conception of continuing education related to learning techniques to use in the classroom, however there is no reference to reflection on their practice, which is as necessary as learning techniques. The Municipal Secretariat of Ji-Paraná (SEMED) seeks to continuously carry out permanent training, however, for the most part, these trainings treat problems as generic, uniform and standardized. It was evident that teachers were not familiar with collaborative work, its definition, its characteristics and its benefits within the perspective we sought to work with. The biggest difficulties encountered by teachers in the process of teaching and learning Mathematics for students with disability and learning disorder are: lack of material, time to prepare differentiated material and lack of training. With regard to the pedagogical resources that teachers have used in the process of teaching Mathematics to students disability and learning disorder , it was found that, of the four participating teachers, three carry out adaptation of activities and one offers activities without adaptation; Of the three teachers who carry out this adaptation, two do it through photocopied activities and one with playful and concrete material. It was evidenced by the teachers participating in this research, after completing the stages, that the potential of Collaborative Teaching was numerous, highlighting the increase in student participation in Mathematics classes, with questions and involvement throughout the proposed dynamic, and this occurred not only with students with SEN, but was noticeable in all students. Students showed greater learning of knowledge objects in applications carried out collaboratively, through playful activities, concrete material and games – all of this as a result of ongoing training carried out in a collaborative way, which demonstrated to contribute to qualifications for teaching work in the teaching process of Mathematics, with the exchange of knowledge and experiences, learning how to use pedagogical resources, reflection on practice, readjustment of methodologies and vigor to work on play. The limitation reported by the participants was the short time it took to implement Collaborative Teaching, expressing an interest in making this practice definitive. Finally, it is understood that this research can bring contributions to the field of Inclusive Mathematics Education, especially regarding the permanent training of teachers who teach Mathematics in the early years of Elementary School, and also encourage discussions inherent to this theme.

This master's research aimed to investigate how continued training in Ethnomathematics for Libras teachers could contribute to changes in conceptions related to the teaching-learning of mathematics for deaf students. In this sense, it was established as a research problem: what changes in conceptions related to the teaching-learning of mathematics for deaf students can happen for Libras teachers at the Municipal Department of Education of Ji-Paraná/RO from continued training in Ethnomathematics? Methodologically, the research has a qualitative approach, with action research procedures. It involved five Libras teachers from the municipal education network of Ji-Paraná/RO. To produce data, questionnaires to characterize the subjects, semi-structured interviews and a field notebook were used. Continuing training was organized in a sequence of pedagogical workshops, centered on the cultural specificity of deaf students and D’Ambros’s theory of Ethnomathematics. For data analysis, content analysis procedures were adopted. The theoretical foundation of the research includes ideas about continuing teacher training, the cultural specificity of the deaf community based on anthropological concepts of culture and cultural identity, and the D’Ambrosian theory of Ethnomathematics. The data from the field research with the participants, produced through the application of questionnaires and interviews, resulted in responses that met the research objectives. It was clear that the mathematics teaching strategy adopted by all participants was based on the concrete, regarding the specific knowledge of deaf culture there was no appropriation through scientific studies, but rather, knowledge constructed through work practice, since they took on the role of Libra teachers they did not have continued training that was specific to the position, they highlighted several training gaps that they would like to have time to study, placing the teaching of mathematics to deaf people as something that they did not feel prepared to act as training teachers. After the training offered, changes in the subjects' conceptions regarding the acquisition of mathematics knowledge by deaf students were verified, as the planning and application of activities by Libras teachers departed from activities designed and organized for hearing students with adaptations. for the deaf student, today they understand that this planning must have as its first step the centrality of the deaf student's cultural identity in the pedagogical process, it was found that with this the activity becomes significant and the results are positive in the student's involvement and interest , as they feel like protagonists in this teaching and learning process. Given the results, the relevance of offering continued training in ethnomathematics with a focus on deaf culture is highlighted, as it enables changes in conceptions that can result in significant action with regard to teaching and learning mathematics for deaf students.

This study aimed to investigate, from the Teaching Internship Notebooks, what were the mathematical elements present in the internship notebooks and reports of the Teaching Course for the realization of mathematics classes by the students of the Teaching course, in the time frame from 1989 to 2005, during this period, teaching in Brazil underwent several significant changes. With LDB 9394/96, educational reforms and public policies aimed at improving the quality of education and professional valorization. The notebooks and Internship belong to the IEE Marechal Rondon, with regard to the records of the mathematics classes held in the classes from 1st to 5th Grade in the schools that participated in the realization of the Teaching Internship in the municipality of Ji-Parana. It was a qualitative research from the perspective of the history of Mathematics Education, using as a method the heptagonal scheme developed by the Study and Research Group in History of School Mathematics Education (GEPHEME) linked to the Federal University of Mato Grosso do Sul (UFMS) and coordinated by Prof. Dr. Luiz Carlos Pais. Our research problem is the question: What are the mathematical elements present in the internship notebooks of the Teaching course offered by the Marechal Rondon Institute (1989-2005). To answer this research problem, we based ourselves on the following actions: we gathered the historical and bureaucratic documents, such as minutes of results and pedagogical project of the course, curriculum and internship reports contained in the folders and internship notebooks. We characterized the mathematical aspects present in the teaching course. To understand this curricular organization of education, we focus on the National Curriculum Parameters, created in 1997 to strengthen LDB 9394/96 and brings a pedagogical and curricular approach to the three cycles of Elementary Education. We analyzed the conceptual aspects related to the Supervised Internship. We also used as theoretical support Marc Bloch (2001), Peter Burke (1991) and Wagner Valente (2017), (2022) within the scope of the importance of historiographical research and the History of Mathematics Education and for the analysis of notebooks as a historical source, the writings of Dominique Julia, Antonio Viñao Fraga (2008), Elisabete Zardo Burigo (2013), Adair M. Nacarato (2015) and Dario Fiorentini (2012) and also Peter Burke (2016) to define and substantiate the categories of analysis of this research which were: School Curriculum, Methodology and Problem Solving. In these methodological procedures, we built the categories of analysis with a view to classroom practices, through the records of the lesson plans present in the notebooks of the supervised internship of the Magisterium. In the analysis of the notebooks, we used clippings from these sources to validate our interpretation and understanding of which mathematical elements were present in the supervised internship of the Teaching course at IEE Marechal Rondon in the aforementioned period, obtaining as a result in relation to the categories: school curriculum - the notebooks presented a sequence of curricular contents obeying the course plan of the internship grade, and these contents contemplated what was foreseen by basic teaching cycles, as presented in the National Curriculum Parameters, volume 03 - Mathematics - Elementary Education; in the methodology category - we noticed that there was a rigor in the use of methodologies and/or didactic resources for the teaching of mathematics, concrete materials, abacus, multiplication table dominoes, rulers, compass, square, among others; in the Problem Solving category - We believe that as a trend in mathematics, teaching students were unaware of it, because they did not obtain specific training in the discipline, but the massive presence of problem activities is remarkable, with statements consistent with the student's level of education and their application as a way to provide mathematics content, requiring reading and interpretation for the analysis and organization of the operation to solve them. Asthe time frame brings us a period of change in education, the transition between Law 5692/71 and the Law of National Guidelines and Bases - LDB 9394/96. However, it is conceivable to say that these interns participated, along with the other teachers, in the training offered by SEDUC, through its coordinators, in the process of studies and workshops on the National Curriculum Parameters. The results obtained in this research were the possibilities of examining and handling the internship notebooks and folders of reports produced in the period from 1989 to 2005 by the teaching students and obtaining proof via images of the elements discussed in the categories of analysis to compose this dissertation. It was possible to gather some historical materials such as internship documents, internship schedule in schools, minutes of results of various teaching classes offered by the institution, as well as minutes of results of other existing professional courses, parallel to the IEE teaching course. Marechal Rondon. About the mathematical knowledge that was present in this preparation of the teaching student for mathematics classes in the teaching of the 1st to 4th Grade of Elementary School were: theoretical and practical knowledge to conduct the class, understanding, perception and creativity to resize teaching, making use of didactic instruments to implement learning in the classroom.

The present research aimed to build a story about the process of training teachers who teach mathematics with qualifications obtained through special projects and programs for lay teachers in the city of Urupá-RO. The investigation was developed in partnership with members of the Research Group on the History of Mathematics Education of Rondônia (GHEMAT-RO) based on a methodological basis in the Field of History of Mathematics Education (HEM), under the documentary analysis approach. The time frame comprised the period (1976 to 2007), a time in which training took place via: Logos II, Fênix, PROFORMAÇÃO and PROHACAP, both carried out with the aim of training lay teachers. The documents used to collect data were the result of interviews with 10 employees, in addition to teaching modules, legislation, school transcripts, diplomas, certificates, photographs and other official or unofficial historical remains. Regarding the theoretical and methodological construction, it was based on the writings of Bloch (2001), Le Goff (2003), among others with the purpose of supporting the writing of historiography and in Valente (2007), Garnica and Souza (2012) , to address HEM. Its construction took place with the aim of answering the following guiding question: how were the training trajectories of lay teachers obtained through special projects and programs enabling them to teach the subject of Mathematics in the municipality of Urupá-RO historically constituted? As main results, we found the similarities and differences subsidized through documents, such as legal basis and teaching methodologies, which guided the different training courses. From the narratives it was possible to infer that the mathematical knowledge and knowledge acquired through projects and programs impacted/impacts on teaching practices, resulting from the handling/making of concrete materials and curricular components aimed at teaching mathematics. Furthermore, significantly pointing out the repercussions caused in the lives of graduates and teacher trainers in terms of their personal and professional lives, providing maturity and confidence in the profession of teaching.

The education of teachers who teach Mathematics is the focus of this research, which aims to investigate the education offered by the Pedagogy courses of the Federal University of Rondônia (UNIR), regarding the preparation of the pedagogue to act as a teacher in and with Mathematics teaching in the early years of Elementary Education. The theoretical bases are supported mainly by Veiga (2008), Bissolli (2006), Franco (2008), Gatti and Nunes (2008; 2009), Imbernón (2010), Curi (2004; 2005), Lima (2011), Matos (2016) and Castro (2018). The methodology is based on the qualitative research approach, anchored in Fiorentini and Lorenzato (2012) and Lüdke and André (2013), and documentary research was the method of data collection/production, based on Gil (2007). The Pedagogical Projects of Courses (PPCs) of the six courses of Pedagogy of UNIR were the objects of analysis. UNIR was chosen for being the only public university of the state of Rondônia and, thus, responsible for great part of the active pedagogues in the education network in this state. About the research considerations, it can be observed the low quantity of topics related to mathematics contents in the PPCs, evidencing the privilege in relation to didactic and methodological contents, as well as a reduced number of hours provided for mathematical education of future pedagogues who will act as teachers of the early years of Elementary Education. Based on the data, it was also considered a gap in the mathematical education of future pedagogues who will act as teachers in the early years of Elementary Education.

The Supervised Internship is an important formative context in the initial training of mathematics teachers. In this research, the objective was to investigate the teaching knowledge mobilized in the Supervised Internship of the face-to-face Mathematics Degree courses in Rondônia. In the theoretical foundation, references from the field of Education and Mathematics Education were used to address the Supervised Internship, the initial formation of the Mathematics teacher and the knowledge necessary for the teaching profession, namely: Shulman (1986), Mizukami (2004), Ball, Thames and Phelps (2008), Pimenta and Lima (2017), Teixeira and Cyrino (2015), among others. Methodologically, the research adopted a qualitative and field approach. Fifteen students from the face-to-face Mathematics Degree course at the Federal University of Rondônia (UNIR) of the Ji-Paraná and Porto Velho campuses and the Federal Institute of Rondônia (IFRO) of the Cacoal and Vilhena campuses participated in the research. Data production occurred through the documentary analysis of the Pedagogical Projects of Courses (PPCs) of Degree in Mathematics of UNIR and IFRO, the reports of Supervised Internship and/or experience reports of the Pedagogical Residency Program, in addition to the application of a questionnaire and semi-structured interview. The data were presented, interpreted and analyzed through the thematic axes: The Supervised Internship in the PPCs of the face-to-face Mathematics Degree courses at UNIR and IFRO; Contributions and gaps of the Mathematics Degree course in relation to the preparation for the Supervised Internship; Supervised Internship: place of experiences, reflections, learning and difficulties; Teaching knowledge mobilized/constructed in the Supervised Internship by the academics. Among the results, it is emphasized that the students mentioned learning, difficulties, contributions and gaps in the Mathematics Degree courses. In addition, the different experiences lived in the internship contributed to the construction of new knowledge, as well as for some of the knowledge to be reframed and reconstructed. The knowledge built in the curricular components of the course mobilized from the perspective of the trainees includes understanding the routine in the school context, knowledge of basic mathematics and the four operations, understanding the reality of the teaching profession, content teaching strategies, understanding the students' learning process, reflection on teaching practice and the search for strategies to overcome students' difficulties. In turn, the knowledge that stands out as being built during the internship is the constitution of a mathematical language in the classroom. Based on the results, it was also possible to identify that it is necessary to overcome the bureaucratic perspective of the internship in order to enhance its contributions as a training space for future mathematics teachers. Thus, it is hoped that the results of this research will enable reflections and foster debate and research on the Supervised Internship in the Mathematics Degree course, especially in the North Region.

Assuming that Mathematics has its own language and, in turn, reading and writing can be great allies in the teaching and learning processes of this language and of mathematical knowledge, and also considering that learning is directly related to the production of meanings, this research has the general objective of analyzing the meanings produced by Elementary School II students of a Public School in Vilhena-RO during reading and writing practices in Mathematics teaching. In the theoretical foundation we brought discussions about: mathematical language having as main supports the works of Machado (1998), Cunha e Silva (2019) and Vialli e Silva (2007); reading and writing in Mathematics based mainly on Luvison and Grando (2018), Lima and Noronha (2014), Lima (2017), Ferreira (2014), Smole and Diniz (2001) and Nacarato and Lopes (2009); mathematical literacy, mathematical literacy, numeracy and mathematical communication anchored in the works of Danyluk (2002), Fonseca (2009) and Skovsmose (2012), as well as in documents such as the PCN (BRASIL, 1997), the BNCC (BRASIL, 2017) and the report of the International Student Assessment Program – PISA (2012); and also street and school mathematics and the meanings produced in these spaces, supported by Schliemann, Carraher and Carraher (1995), Lins and Gimenez (1997) and Lins (2004). With regard to methodological procedures, we used a qualitative approach and resorted to the Semantic Fields Model - SCM (LINS, 1999; 2012), as a strategy to direct the researcher's actions, as well as to read the students' meaning production processes to from the waste produced by them. For the production of data, activities were developed such as: mathematical dictations, elaboration and resolution of problems, reading and production of texts, mathematical glossary, enigmatic message and others. From these instruments we carried out a plausible reading that sought to highlight the legitimacy constituted by the students. In the end, it was possible to ascertain that the students remained consistent throughout all the tasks performed, displaying traces that indicate that, for them, engaging with Mathematics is related to manipulating numbers, which are generally generated by them in the direction of quantification. It also became evident to us that they were constructing meanings from the Mathematics encountered on paper, mobilizing categories from their everyday lives, showing greater confidence in relation to mathematical knowledge and mathematical language when these were used in their daily lives. Consequently, we present some reflections regarding the importance of creating room for the legitimacies that students are already capable of mobilizing during the teaching process, the significance of teaching mathematical language, the encouragement of reading and writing practices in Mathematics classes, and furthermore, the attention to the new discourse format of students that involves resources from the native language, as well as mathematical symbols and symbols influenced by digital media.

The research portrayed in this dissertation aimed to investigate the perceptions expressed by teachers who teach Mathematics regarding continuing education promoted by the Municipal Department of Education of Ji-Paraná (SEMED/JP) in the year 2021 regarding the fulfillment of training needs. of teaching performance in Youth and Adult Education (EJA). With regard to the investigation methodology, it was qualitative research, involving 05 (five) teachers from the municipal public teaching network of Ji-Paraná/RO as research participants. As instruments for the production of research data, a characterization questionnaire and interviews with semistructured questions were used with the research participants. In terms of theoretical contributions of the research methodology, it was supported by: Bogdan and Biklen (1982; 1994); Borba and Araújo, (2012); Flick, von Kardorff and Steinke (2000); Fiorentini and Lorenzato (2012); and Lüdke and André (1986). As theoretical contributions that supported the research, it was supported by: Haddad and Di Pierro (1994); Di Pierro (2006); Fonseca (2005); Imbernón (2010; 2011); Machado (2000); Nóvoa (1995; 2002; 2009); Porcaro (2011); Soares (2006; 2008); Soares and Pedroso (2016) and in legal regulations in Brazil (2000; 2015; 2019). Among the results obtained from the research, these indicated that the continued teacher training promoted by SEMED/JP aimed at the elaboration of an Activities Notebook for the EJA classes attended by three schools of the municipal public teaching network of Ji-Paraná/ RO; and which had as formative content the history of education of young and adult people in Brazil, characteristics and particularities of the EJA public and the approach to research on the teaching-learning of Mathematics in EJA. The research also showed that said training took place through face-toface and online meetings (during the Covid 19 pandemic) in schools and in the auditorium of the SEMED/JP headquarters, involving conversations and planning circles among EJA teachers from the municipal public education network of Ji-Paraná/RO, and lectures given by external guests, such as professors and master's students from the Federal University of Rondônia (UNIR). In addition, the research data showed that this continuing education addressed methodological issues aimed at meeting the specificities of EJA, above all, trying to discuss practices in the classroom of teachers who teach Mathematics; and that the exchange of experiences between the participants during this training contributed to the teaching practices in the EJA classroom. The survey data also showed that of the five teachers surveyed, three of them understand continuing teacher training as a continuous process, one understands this process as a moment of exchange of experiences, and another conceives this training under two aspects: one that takes place in postgraduate levels, and another that is offered by education departments. Regarding the understanding of EJA by the teachers participating in the research, the data showed it as being composed of generational groups (teenagers, young people, adults and seniors) and as a special modality of Basic Education. Regarding the perceptions of the research participants in relation to the process of teaching and learning Mathematics in EJA, the data showed that this process has to happen in conjunction with the students' daily lives, which is something necessary and important, but also complex, given the peculiarities of EJA. With regard to how the research participants conceive and evaluate the continuing education of teachers promoted by SEMED/JP, the data indicated that in their perception this was well evaluated, enabling learning concerning the teaching practice in Mathematics in accordance with the specificities of the EJA; but that could have focused more on specific methodologies and strategies regarding the teaching and learning process of Mathematics in EJA. Finally, it is understood that this research can contribute to the field of Mathematics Education for Young People and Adults, especially regarding the continuing education of teachers who teach Mathematics in EJA, and also encourage discussions inherent to this theme.

This research is the result of a critical-reflexive deepening amidst the concerns that are outlined in the research question: How does the presence, or absence, of Ethnomathematics in initial or continuing education influence the conceptions and practices of mathematics teachers at Escolas Família Agrícola (EFA) of the State of Rondônia? Thus, the research aimed to investigate how the presence or absence of Ethnomathematics in teacher training influences the conceptions and practices of mathematics teachers at Escolas Família Agrícola (EFA) in Rondônia. To this end, some specific objectives were outlined: To verify evidence or absences of Ethnomathematics in the training of mathematics teachers who work in EFA; Identify conceptions of mathematics, rural education and mathematics teaching-learning by EFA mathematics teachers; To analyze how the practices of EFA mathematics teachers approach or distance themselves from the assumptions of Ethnomathematics in the development of their teaching activities related to teaching mathematics. As a theoretical reference, the research was based on authors from the field of initial and continued teacher training, from the field of Ethnomathematics and Rural Education. The research presents a qualitative approach, with the empirical material consisting of data generated from questionnaires and semi-structured interviews carried out in high school Agricultural Families Schools located in the state of Rondônia: Ji-Paraná, Ouro Preto and Novo Horizonte. The subjects of this study are three teachers who teach Mathematics in these schools, in the context of the Pedagogy of Alternation. For the analysis of the collected data, Discursive Textual Analysis was used as a technique, in its three phases of unitarization, categorization and metatext. Among the main results, an absence of Ethnomathematics in the training of participating teachers was identified; the conceptions of mathematics approach a universal and formalist perspective; despite considering the importance of contextualization in the teaching of mathematics in Rural Education, there was a certain distance between the practices reported by teachers and the theoretical assumptions of Ethnomathematics. As a whole, these results reinforce the importance of including studies and research in Ethnomathematics in the initial and continuing training of teachers who work in Rural Education, thus seeking to ensure greater approximation between pedagogical practices, teachers' conceptions and the principles and assumptions of the Pedagogy of Alternation and Ethnomathematics in the teaching of mathematics in the classroom.

This dissertation aims to investigate the effects of colonialism in determining the set of mathematical knowledge that are present in the curriculum of schools located in the Indigenous Land Sete de Setembro, of the Paiter indigenous people, located on the border between Rondônia and Mato Grosso. In this sense, the research theme is the coloniality of knowledge, focusing on the coloniality of mathematical knowledge in the curriculum of schools of the Paiter indigenous people. The Paiter people have a clan organization, speak a Tupi language of the Mondé family, and have established continuous contact with non-indigenous society from 1969 onwards. In terms of education, the insertion of schools in the villages from the 1980s onwards triggered the systematic dissemination of Western knowledge among the Paiter. The training of Paiter teachers in teaching courses (Açaí Project, from 2000) and intercultural teaching (from 2009) provided conditions for a critical conception of the curricular specificities that should characterize indigenous school education, overcoming the integrationist and colonialist character that historically marked school education for indigenous peoples in Brazil. It is in this context that the following investigation problem is established in this research: How does the coloniality of mathematical knowledge impose itself in the current curriculum for the schools of the Paiter indigenous people? To build an answer to this problem, methodological procedures of bibliographic research and documentary research were used. The general objective of the research was to understand how the coloniality of mathematical knowledge is present in the current curriculum of schools of the Paiter indigenous people. In order to achieve the general objective, the mathematical knowledge present in the current curriculum of the schools of the Paiter indigenous people was cataloged, based on the analysis of mathematics class diaries, with a cut for classes from 6th to 9th grade of Elementary School in the year 2019. Mapping of mathematical knowledge of the Paiter indigenous people was also carried out in academic research already carried out on the subject. From a comparative analysis, epistemic differences were verified between the list of mathematical knowledge of the indigenous Paiter people and the catalog of mathematical knowledge currently prescribed in the curriculum of the schools of the Paiter people. The predominance of non-Paiter mathematical knowledge in the school curriculum shows marks of the coloniality of mathematical knowledge in the curriculum of schools of the Paiter indigenous people. The few Paiter mathematical knowledge identified in the class diaries are due to the presence of a teacher from the people in the classroom, and not as a result of an intercultural dialogue existing in the prescriptive curriculum of the educational system. This shows the importance of the figure of the indigenous teacher and the intercultural training of indigenous teachers to face and overcome the effects of the coloniality of mathematical knowledge in the current school education of the Paiter people.
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The objective of this research is to describe and analyze the trajectory of female teachers in the initial training of Mathematics teachers offered by the Federal University of Rondônia, JiParaná campus. As a time frame for the development of this writing, it begins in 1992, with the implementation of the Degree in Mathematics on the campus in situ and ends in 2022 with the writing of this dissertation. As a methodological contribution, the precepts of qualitative research are used, anchored in Fiorentini and Lorenzato (2012), with a methodological approach structured in the heptagonal scheme described by Pais (2018), a model based on seven vertices that supported the paths taken during the investigation. The sources used to obtain data included bibliographical and documentary research and semi-structured interviews, carried out with four teachers who work/worked in the training of mathematics teachers at the Federal University of Rondônia, Ji-Paraná campus. The theoretical framework adopted is subdivided into three dimensions, namely, literature review, analysis categories, and finally, specific theoretical aspects related to the theme in question, that is, fundamental concepts of feminism and women's demands for equal rights to over the years. The results obtained highlight the continuous involvement of teachers in a wide range of activities in the context of the Degree in Mathematics course at UNIR, including research projects, extension, teacher training and administrative responsibilities. They strongly emphasize the importance of connecting theory to practice in the training of Mathematics teachers, and their efforts in this regard have contributed significantly to the advancement of knowledge in their respective areas of activity. Furthermore, teachers actively seek to integrate the knowledge acquired in the academic environment with the internal and external community. The data collected and the analysis of the teachers' narratives revealed an impressive level of dedication, commitment and passion for mathematics education. Their research not only enriches scientific development, but also improves the teaching and learning of mathematics and related disciplines. With years of experience and accumulated knowledge, the teachers enrich the learning environment, promoting a stimulating and inclusive atmosphere. The research also reveals the positive impact of these teachers on the training of academics, inspiring them to seek knowledge, overcome challenges and believe in their own potential. By highlighting the importance of reflection on pedagogical practices and dialogue with different forms of knowledge, they demonstrate an unwavering commitment to training critical teachers committed to quality education. His actions largely transcended the academic sphere, leaving a lasting and significant impact on graduates.

This dissertation seeks to analyze the contributions of the use of Maple software in the teaching-learning of Differential and Integral Calculus through Hybrid Teaching in Flex format in a university extension course. The course was developed at the Fundação Universidade Federal de Rondônia, campus of Ji-Paraná (RO), in the second half of 2021. The research originates from the researcher's desire to deepen the knowledge about the teaching-learning of Calculus, elaborating and applying a methodological proposal with Maple and Hybrid Teaching in the light of the Activity System Theory (ENGESTRÖM, 1999) and the Construct Human-Beings-with-Media (BORBA, 1999). The methodological option was a qualitative approach based on these theoretical assumptions using the Case Study procedure (GIL, 2007). The research was divided into three stages: diagnosis, planning and execution. In the diagnostic stage, there are quali-quantitative elements that support the reflections of the process completed. In the planning stage, the teaching plan prepared by the research author is characterized as a teaching production. In the execution stage, after defining the participants’ profiles, the research question began to be investigated: “How to develop and apply a methodological proposal for an extension course in Differential and Integral Calculus using Maple software through Hybrid Teaching Flex format, under the light of the Activity System Theory and the Human Beings-with-Media Construct?”. During the course activities were proposed and following the directions of the Hybrid Teaching the activities were listed in a Flex approach, and their development took place in algorithmic language in Maple and analyzed regarding the respective constructions of presented resolutions, which allowed the researcher to interact with academics, contributing to the understanding of the evolution of the subjects in the process. The defined analytical tool was the expansive development cycle. During the course, potentially transformative smaller-scale cycles were observed, such as: participation in meetings, completing activities requested by the teacher and participation in discussions. The analysis suggests that the expansive transformation macrocycle occurred, because the product generated in the reconceptualization of the object was the understanding of the relationships between the algebraic and the algorithmic. The research obtained as a contribution to demonstrate that Maple played the role of protagonist actor acting as a teacher/mediator in the realization of the course, in addition to using an innovative theory for analysis from the postulates of Engeström that establishes the five principles of Activity Theory: several activity systems that interact with each other by organizing a network of activities; multivocality; historicity; tensions and disturbances; and the possibility of expansive transformations. The research evidences the need to insert Digital Information and Communication Technologies in the study of Calculus, and in the contents called pre-calculus, in addition to other methodological interventions that allow differentiated teaching-learning opportunities.

This master's research in construction aims to analyze that knowledge about the evaluation of the teaching-learning process is being provided in face-to-face courses for the Licentiate Degree in Mathematics of Institutions of Public Higher Education (IES) in Rondônia. This is an approach research qualitative and field modality, being carried out with four undergraduate courses in Mathematics, two offered by the Federal University of Rondônia (UNIR) in campuses in Ji-Paraná and Porto Velho, and two offered by the Federal Institute of Rondônia (IFRO) on the campuses of Cacoal and Vilhena. 14 academics from the these courses, and only the data of eight academics from the Licentiate Degree in Mathematics IFRO, campus of Cacoal and UNIR, campus of Ji-Parana. For the production of data, a questionnaire and semi-structured interview were used. and proceeded with the analysis of the Pedagogical Projects of the Courses (PPCs), being presented in this text only the PPC data from IFRO/Cacoal and UNIR/Ji-Paraná, and the National Teacher Training Guidelines, both general and specific. For the analysis and data interpretation, three thematic axes were structured, entitled: A evaluation present in the documents: in focus National Curriculum Guidelines and Project Course Pedagogical; Knowledge of the assessment built in the initial training of the maths teacher; Evaluation conceptions of the academics of the course of Degree in Mathematics. Among the preliminary results, it is highlighted that in the analysis held in the National Curriculum Guidelines for Teacher Training in general, there specific skills and abilities of knowledge of the assessment, evidencing the importance of this knowledge to be present in PPCs. However, when analyzing the National Curriculum Guidelines for the Training of Mathematics Teachers are not expressed elements about the assessment as knowledge to be built in the initial formation of the mathematics teacher, showing the silencing of the theme, and, therefore, the non-obligation to be included in the initial training PPCs. In the PPC of the IFRO/Cacoal course has four components that address the assessment in the syllabus and there is a component that deals exclusively with the theme, being called “Learning Assessment”. In the UNIR/Ji-Paraná course there is no component specific curriculum, however, the theme is addressed in some components curriculum. It is hoped that the results provide opportunities for reflection on the relevance of this category of knowledge for the teaching profession and that it is provided in a theoretical and practical perspective in the initial training of the future mathematics teacher.

Em construção

This research aims to understand the viability of the Work Projects’ methodology in the subject of Mathematics in the ninth year in Fundamental Teaching in Ji-Paraná/RO, and to reach the objective it was used a qualitative perspective of research with the use of field journal and recordings as a tool for the data collection through the application of the Work Projects’ methodology in the class of Mathematics for a group of students from the ninth year of Elementary Teaching from a public school in Ji-Paraná/RO. Regarding the Work Projects’ methodology we based mainly in Hernández and Ventura (2017) and Nogueira (2008), methodologically in Minayo (2001) and Gil (2008). For the data analysis we used the technique of content analysis, aiming to analyze the viability of Work Projects’ methodology under the sociocultural perspective of learning by Vygotsky. Thus, we verified, based on the data analysis of the Work Project developed by means of the study of the financial mathematics theme, the viability of using this methodology in the subject of mathematics, as by means of sociocultural theory the students showed learning of the concepts related to the theme, as well as liking and approval when using that in the mathematics classes, contributing for the knowledge in the classroom to be accordingly to the knowledge of life and that the school plays a meaningful social role in the students’ lives.

Currently, inclusive education still presents challenges. In this process, the teaching-learning of mathematics and professional performance in the educational assistance to deaf students in Basic Education stand out, among many curricular components. The objective of this research was to reflect, from the self-narrative, on the experiences of a Translator and Interpreter of the Brazilian Sign Language (Libras) in the educational context between the years 2017 to 2021 and its crossings. The specific objectives are: to remember the experiences through autobiographical narratives; characterize the teaching-learning strategies used in the interpretations/translations in Libras; and to systematize the teaching-learning strategies used in the interpretations/translations in Libras. An interpretative qualitative research designed in line with the application of the Dialogical Emancipatory Narrative Analysis (ANDE), from data collection to discussion. This option sought to value the subjectivity of the teacher-researcher and simultaneously interpret reality in a critical and reflective way in order to advance the theme and collaborate with inclusive educational strategies in the field of mathematics education. This research has as theoretical support the following authors: D'Ambrósio (2005), Fiorentini and Lorenzato (2012), Quadros (2004), Strobel (2008), Bruner (1991), Silva and Mendes (2009), Bastos and Biar ( 2015), Marques and Satriano (2017), among others. Data analysis shows that the partnership and involvement of the teachers themselves are fundamental for the success of the proposal, such as the student and the learning of Libras. Another point, the dissemination of premises for inclusive educational strategies in mathematics that consider the deaf student. The teacher is in training, as well as the Translator and Interpreter of Libras can work together and contribute to the quality of the educational system.

The present research aimed to analyze the educational contributions produced in a continuing education in mathematics for teachers of the Specialized Educational Service (AEE) in JiParaná (RO). The research was developed in a qualitative approach and is characterized as action research. The guiding questions of this research were the following: How can continuing education be an alternative to guarantee the learning of students with intellectual disabilities (ID)? and What are the educational contributions of continuing education for AEE teachers that support regular education teachers for the development of thinking, mathematical skills and the interpretive capacity of students with ID? The investigative/training process took place in three phases and we used questionnaires, semi-structured and collective interviews and participant observation as instruments for the production/data collection. Research data were analyzed and intertwined with national and international regulations and legislation, and with authors who deal with inclusive education and the teaching and learning process of students with ID. In the first phase, called diagnostic/exploratory, we sought to know the four teachers participating in the research, their professional training and how the AEE can support students with ID for the construction of mathematical skills in the multifunctional resource rooms of the municipal education network. Ji-Paraná (RO), locus of research. For the second phase, called intervention, a 20-hour continuing education course was planned and developed for AEE teachers, carried out in the hybrid modality by the Meet platform and in person. The third phase, called evaluative, was carried out after the execution of the continuing education course and took place through the application of an evaluative questionnaire, the analysis of the recordings carried out throughout the intervention stage and an interview. The theoretical support used in this research is based on authors who discuss the methodology (THIOLLENT, 2011; MINAYO, 2008; FRANCO, 2005; ELLIOT, 1998; BOGDAN; BIKLEN, 1994, among others) and those who support the training and Mathematics Education (MANTOAN, 2011; D'AMBRÓSIO, 2008; GLAT, 2007; FERREIRA, 2006; LORENZATO, 2006; MANTOAN, 2006; TACCA, 2006; FIERRO, 2004; D'AMBRÓSIO, 2003; FREIRE, 1999, among others) . It was evident from the data analysis that the continuing education developed met the initial objectives. The participating teachers were actively involved and cooperated in the training, as well as showing that the activities developed contributed to a new thinking about how to promote the teaching of mathematics to students with disabilities, especially those with intellectual disabilities.

This study is linked to the line of research: Formation of teachers who teach Mathematics of the Postgraduate Program in Mathematics Education (PPGEM) of the Federal University of Rondônia (UNIR) Ji-Paraná campus, and aims to analyze the conceptions of conceptions of high school mathematics teachers about Problem Solving in the National Curricular Common National Base (BNCC) and its relation to the National High School Exam (Enem). (Enem). In High School and also in all other levels of teaching in Basic Education, Problem Math Problem Solving is included in the competencies and skills to be developed throughout the to be developed throughout the school career, this is portrayed in the BNCC and Enem. The BNCC guides that teaching occurs in contextualized and interdisciplinary way and Enem presents in its composition its composition questions that seek to be contextualized and interdisciplinary. Therefore, the teaching in the development of a networked mathematics curriculum that takes into account the perspective of phylogenetic and ontogenetic epistemology indicates that it is based on problem of problem situations. In identifying these concepts present in teacher training, it was necessary to to investigate which conceptions are more present in high school mathematics teachers about their understanding of the to investigate what conceptions are most present among high school mathematics teachers about their understanding of the problem approach in teaching. To this end, In order to do this, we conducted a qualitative-quantitative research, also known as mixed-methods research. research, which combines data collection through document analysis, questionnaires, and interviews interviews, which were applied to high school teachers from urban public schools in the municipalities of of the urban public schools in the towns of Cacoal and Ministro Andreazza. The model adopted for the questionnaire was mixed, with open and closed questions, and for the interviews a semi-structured model was adopted. model was adopted. In the analysis and interpretation of the data we used the triangulation of methods with the purpose of assuming different perspectives of analysis, combining them in order to establish the conceptions to establish the conceptions of high school mathematics teachers about Problem Solving in the context of Problem Solving in the context of BNCC and Enem.

PINTO, Juverlande Nogueira. Letters in the Wind in Traces of Affections: Narratives of Women Teachers in Childhood Education. 2022. 117 f. Dissertation (Academic Master's Degree in Mathematics Education) – Postgraduate Program in Mathematics Education, Federal University of Rondônia, Ji-Paraná Campus, Rondônia, 2022. A research paper. A dissertation. A composition... that is engendered in the movements of a research in Mathematics Education, continuing education and women teachers of childhood education, out of the space of institutionalized education, out of the space of continuing education, in between with questions that raised dust and caused disquiet: What do these teachers say about the training sessions they attend? In which ways are their practices with mathematics influenced by continuing education? How are they affected by the training? Which considerations do they make of the training sessions? These are questions that motivate the research to investigate how women teachers of childhood education perceive the teaching of mathematics and formative paths. Groping questions, with cartography research, another research, in walking mode, through rhizomes, deterritorializations, vanishing lines, other flows, which in moving encounters gain speed, intensities, through a research developed in letter mode, as data production. Letters, which move with teachers of childhood education in a production of openings of episodes and experiences read in their writings. An exchange of letters between a researcher and teachers brigs affections, friendships, displacements, events, desires, experiments, and conversations. Conversations that enter through the cracks, that flow, gain intensities as they move in their writing with the curriculum, with the child, with childhood, with mathematics, with mathematics education and training, and many other things in between, as modes of affectations. The teachers' writings move us to think about what affections produce the dominant mathematics? What can other ways of living, of producing mathematics do? Along the way, we think of a childhood of mathematics, as possibilities of invention in a larger mathematics, which, by deterritorializing itself, enables openings for a smaller mathematics, with another kind of learning. This dissertation writing mobilizes some meetings with Deleuze and Guattari (1997;1995), Deleuze and Parnet (1998), D’Ambrósio (2012), Skovsmose (2014), Benjamin (1995), Clareto and Miarka (2014), Freire (2021), Rolnik (2016) Larrosa (2020), Kohan (2019), Deleuze (2020), Gallo (2003), Masschelein and Simons (2021), Levy (2016) among others, that move this writing. A dissertation in between with other thoughts: what can a different mathematics education do? What can a continuing education and mathematics education thought from the philosophy of difference, from the outside? What can the task of being a teacher do out of the given territory, the command in a territory dominated by what is understood about being a teacher? The questions that cause disquiet move away from what is
given, the shape, the mold, the form, the dominations, to think other ways. Ways that think of continuing education as lines: training as experience; inventive training; minor training and displacements of a territory, always as openings. What can a minor policy of training do? What can other invented ways of training teachers of young children? Conversations with teachers affected by continuing education and mathematics education, not to delimit a territory, or say how to do training, but, above all, to deterritorialize the existential territories that place the continuing education of teachers of childhood education and think other ways of living it.

This research investigated the teaching-learning process of Mathematics in the modality Teacher Training in one of its research lines called Continuing Education. To achieve this, the field of investigation was the School Learning Management program - Gestar II, based on the following guiding question: what are the conceptions of Mathematics Education that are included in the continuing education model offered by the Gestar II Mathematics program? That program was established in 2004 and it was meant for the continued education of Portuguese Language or Mathematics teachers working in the Elementary School II. However, the objective of this work was to research the continuing education of teachers who teach Mathematics and, more specifically, the materials of the Mathematics Gestar II program with a focus on Mathematics Education. In this way, it is based on John B. Thompson's (1995) Hermeneutics of Depth (HP) methodology and on the conceptions of Mathematics Education of Brazilian and French research lines. Five chapters were elaborated, regarding: methodology; historical aspects of the formation of teachers who teach Mathematics; information about the Mathematics Gestar II program; continued formation of Mathematics and the Gestar II; the National Curricular Parameters - PCNs and the Gestar II; analysis of the materials of the Gestar II based on the conceptions of Mathematics Education; in addition to other information. The focus was on the didactic materials offered for the formation of teachers who attended the Mathematics Gestar II, because they were created in a period of ongoing formation proposals in Brazil. In this regard, some considerations could be made about issues of studies in the area of Mathematics Education present in these materials and which are important resources for the process of teaching and learning Mathematics, such as: Didactic Transposition, Mathematical Modeling, Ethnomathematics and Mathematical Problem Solving.

The following question was defined for this research: What are the causes of the origin of negative attitudes towards mathematics noted in students in the transition from one stage of basic education to another? In order to answer the proposed question, this research aimed to understand the perception of students regarding the process of teaching and learning mathematics associated with negative attitudes towards the discipline in a public school in Ji-Paraná-RO.  The research was set up by multiple methods approach, that integrates quantitative and qualitative research procedures, in order to explore the information in a detailed way. The respondents were 12 students, three from each grade (5th, 6th and 9th grade of Elementary School and 1st grade of High School), chosen among those who presented the lowest levels of positive attitudes when answering the scale of attitudes towards mathematics, applied in the first research stage. The recording of the information was organized into the following steps: application of a scale of attitudes towards mathematics; interview of the 12 selected students, using the scores achieved on the attitudes scale; and analysis of the performance in mathematics of the respondents. As for the procedures of data analysis, the application of statistical data analysis techniques was considered for the organization, treatment and quantitative analysis (attitude scale) of the data, and the R and Excel software were used for its execution. The qualitative data (interviews) analysis was conducted by a descriptive analysis of the interviewees' statements, as well as the articulation between the data collected from the other instruments employed in this research. In the findings, it was noticed that the respondents of the 5th grade of Elementary School showed the most positive attitudes towards mathematics, and similar results were obtained in studies in the area, such as those of Brito (1996), who reports positive attitudes in the first grades of Elementary School. Among the surveyed grades, the highest rates of negative attitudes toward mathematics were noticed in the 1st grade of High School. There were several indications of factors that, from the students' perspective, contribute to their lack of appreciation for the subject related to the causes of the development of negative attitudes towards mathematics. When reflecting on the association between self-perception of performance and performance in mathematics, regarding the period of schooling of the participants, it can be seen that most of them emphasize their self-perception of performance converging with poor performance in the subject. Thus, it is expected that this research can contribute to the understanding of the aspects involved in the development of negative attitudes toward mathematics, since it is known that these attitudes can influence the student's performance and, consequently, propitiate his insertion in the contexts of school failure.