Pedagogical Practice Declared by Mathematics Teachers

Abstract

The teachers pedagogical practice is composed of actions that influence the students learning process. In this article, the objective is to analyze the pedagogical practice declared by teachers, before a training process, with regard to equity. The theoretical approach is based on discussions of equity and pedagogical practice, present in the literature, and seeks to conceptualize pedagogical practice for equity. Methodologically, this study is qualitative, in which a semi-structured interview was carried out with two teachers from a public school in the south of Bahia, before carrying out a training process. The results indicate that teachers recognize the need for students to be protagonists in pedagogical practice and approaches to be focused on everyday life, however, they declare that their pedagogical practices are expositive.