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Previous issue date: 2018-03-27 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES === This study aimed to investigate the pedagogical knowledge used in the teaching practice of a group of mathematics teachers and the way they were constructed. The participants were twelve teachers from municipal, state and private schools in Porto Alegre, Rio Grande do Sul. As data collection instruments were used semi-structured interviews and observations regarding teaching practice. The answers given by the teachers were analyzed qualitatively through the Discursive Textual Analysis method, relating them to the questions observed in the classroom. As theoretical contributions that served as basis for this research were used authors such as Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D'Ambrosio (2014), Pimenta (2012) among others. From the data analysis emerged four categories: the teachers' perceptions about the strategies and teaching resources of Mathematics used in the teaching action; the teachers' perceptions of their initial and continuing education; continuous training actions that teachers participate in the service; the teachers' perceptions about the planning of Mathematics classes. From these categories it was possible to delineate the questions related to the data collected from where the intermediate categories emerged. It is possible to affirm that when teachers use contextualization, different strategies and didactic resources in pedagogical practice in the classroom planning, the students present greater motivation and ease of understanding the mathematical concepts. As for the knowledge built in initial and continuous training, it was verified that teachers use different knowledge in their teaching, emphasizing the pedagogical knowledge, vocational training knowledge, curricular knowledge and emphasize the importance of content knowledge and knowledge experiences. It was found that training in schools still has sequels, and it is necessary for teachers to seek their own continuing education beyond school, in seminars, congresses or in postgraduate courses. === Este estudo teve como objetivo investigar os saberes pedag?gicos utilizados na pr?tica docente de um grupo de professores de Matem?tica e a forma como foram constru?dos. Os participantes da pesquisa foram doze professores de escolas municipais, estaduais e privadas de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizadas entrevistas semiestruturadas e observa??es quanto ? pr?tica docente. As respostas dadas pelos professores foram analisadas qualitativamente por meio do m?todo de An?lise Textual Discursiva, relacionando-as ?s quest?es observadas em sala de aula. Como aportes te?ricos que serviram como base para esta pesquisa foram usados autores como Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D?Ambrosio (2014), Pimenta (2012) entre outros. Da an?lise de dados emergiram quatro categorias: as percep??es dos professores sobre as estrat?gias e recursos de ensino de Matem?tica utilizados na a??o docente; as percep??es dos professores sobre a sua forma??o inicial e continuada; a??es de forma??o continuada que os professores participam em servi?o; as percep??es dos professores sobre o planejamento das aulas de Matem?tica. A partir dessas categorias foi poss?vel delinear as quest?es relacionadas aos dados coletados de onde emergiram as categorias intermedi?rias. ? poss?vel afirmar que quando os professores utilizam no planejamento de aula a contextualiza??o, diferentes estrat?gias e recursos did?ticos na pr?tica pedag?gica, os estudantes apresentam maior motiva??o e facilidade de entender os conceitos matem?ticos. Quanto aos saberes constru?do na forma??o inicial e continuada, verificou-se os professores utilizam diferentes saberes na sua a??o docente, destacando-se os saberes pedag?gicos, saberes da forma??o profissional, os saberes curriculares e d?o ?nfase ? import?ncia dos saberes de conte?do e dos saberes experienciais. Constatou-se que a forma??o continuada nas escolas ainda possui sequelas, sendo necess?rio que os professores busquem a sua pr?pria forma??o continuada al?m da escola, em semin?rios, congresso ou em cursos de p?s-gradua??o.
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