Resumo

GOMES, Rodrigo; LAMIM-GUEDES, Valdir  e  LIMA, Lucia Ceccato de. Educational trajectories and Pedagogical Practices in the (Auto)Biography of Mathematics Teachers. Educ. Form. [online]. 2025, vol.10, e15253.  Epub 20-Out-2025. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v10.e15253.

This article examines the educational trajectories and pedagogical practices of Mathematics teachers in Basic Education, drawing on their experiences and reflections through (auto)biographical narratives. Grounded in a qualitative approach, the study employs Discursive Textual Analysis and is informed by authors such as Freire (2021), Nacarato (2010), and Skovsmose (2022), who emphasize the importance of reflective, critical, and contextually oriented teacher education. The narratives of 12 teachers reveal gaps in initial teacher education, underscore the relevance of context-based pedagogical practices, and point to the need for ongoing professional development that addresses contemporary challenges in Mathematics teaching. The study reinforces the role of continuing education as a fundamental component in promoting effective and transformative pedagogical practices, thereby contributing to a more critical and meaningful educational process.

Palavras-chave : teacher education; pedagogical practices; autobiographical narratives; mathematics education..

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