Resumo

MINE, Valdete Aparecida do Amaral  e  PEREIRA, Maria Regina dos Passos. Public policies in continuing training for teaching geometry. Roteiro [online]. 2021, vol.46, e23772.  Epub 30-Mar-2021. ISSN 2177-6059.  https://doi.org/10.18593/r.v46i.23772.

This article aims to spread the formation of Geometry in the early years of Elementary School, having as reference the Federal Programs such as the Pro-Literacy in Mathematics, a continuing education program for teachers / initial years of Elementary Education; the National Pact for Literacy at the Right Age - PNAIC and the Common National Curriculum Base (BNCC) which proposes curricular reforms and their viability for quality mathematics teaching, aiming at the commitment to the development of teaching and learning in mathematics We will deal with continuous education and the challenges faced by Basic Education teachers in their daily practices in order to understand students' learning difficulties with the contents and skills related to Geometry. The main theoretical contributions are Lorenzato (1995, 2008), Pavanello (1989, 1993) and Serrazina (1999). Thus, we will end with evidences that the continuous education of the teacher in Geometry needs to contemplate the pedagogical practice, to be carried out in schools and not in specific short courses and outside the school context.

Palavras-chave : Teacher training; Geometry; Mathematical Education.

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