Desenvolvimento Profissional de uma Professora dos Anos Iniciais do Ensino Fundamental no Tema Probabilidade

* Doutora em Educação Matemática pela Universidade Anhanguera de São Paulo (UNIAN), São Paulo, Brasil. Endereço para correspondência: Rua São Paulo, 2748, Jardim São Paulo, Fátima do Sul, Mato Grosso do Sul, Brasil, CEP: 79700-000. E-mail: gracilenepinheiro@gmail.com. ** Doutora em Educação Matemática pela Universidade de Londres (UK). Professora Coordenadora Aposentada da Escola Superior de Educação do Instituto Politécnico de Lisboa, Lisboa, Portugal. Membro integrado da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), do Instituto de Educação, Universidade de Lisboa, Portugal. Endereço para correspondência: Campus de Benfica do IPL, Lisboa, Portugal, CEP: 1549-003. E-mail: lurdess@eselx.ipl.pt. *** Doutora em Educação Matemática pela Pontifícia Universidade Católica de São Paulo (PUC/SP). Professora do Programa de Pós Graduação da Universidade Anhanguera de São Paulo, Brasil. Endereço para correspondência: Avenida Raimundo Pereira de Magalhães, 3305, Pirituba, São Paulo CEP: 05145-200.. E-mail: angelicafontoura@gmail.com ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v33n65a10 Bolema, Rio Claro (SP), v. 33, n. 65, p. 1175-1194, dez. 2019 1176 This article reports part of a study carried out in the context of continued education in which the participants were mathematics teachers working at the early years of elementary school. We sought to understand the implications of such formative stance in a teacher’s professional development, and, in particular, for the teacher Safira. This article is part of an on-going doctoral research that is being carried out by the first author, in which issues related to probability teaching are discussed. Based on a qualitative methodology, the investigation aimed to describe and interpret Safira’s participation from data collected on the initial research questionnaire, during the development sessions, in an interview and on observations of video-recorded classes conducted by the teacher. Results were analyzed using theories related to knowledge, reflection, and professional development. It was evidenced that the teacher’s professional development was boosted from her participation in the formative process, which contributed to knowledge acquisition and to the development or enhancement of her reflective capacity, thus exerting influence on her planning regarding new teaching situations and on her choice for adequate intervention promoting the students’ understanding of the concepts being taught.