TEACHER EDUCATION AND PEDAGOGICAL PRACTICES IN MATHEMATICS TEACHING IN PUBLIC SCHOOLS IN SANTANA, AMAPÁ, BRAZIL

Abstract

This scientific article discusses the relationship between teacher education and pedagogical practices in Mathematics teaching in public schools in Santana, Amapá (Brazil), focusing on the articulation between initial and continuing education, professional knowledge, and public policies that regulate teaching, as well as pedagogical approaches, teaching methodologies, and learning assessment in everyday school life. Based on selected classical and normative references, the analysis argues that the professional development of Mathematics teachers depends on educational processes that integrate content knowledge, teaching knowledge, and curricular knowledge, while also recognizing concrete working conditions and current curricular guidelines. The article also examines the tension between traditional practices and active methodologies, placing assessment as a formative and challenging dimension, especially when the goal is to promote meaningful and equitable learning. In the local context, the text mobilizes municipal and state documents from Amapá, as well as national educational summaries, to highlight structural challenges and pedagogical potentialities that shape the organization of Mathematics teaching in the municipal public school system. It concludes that improving Mathematics teaching in Santana requires coherence among teacher education policies, curricula, and practices, supported institutionally, grounded on specialized teacher knowledge, and attentive to the conditions that constrain teaching work.