| dc.description.abstract | In the present study I took as focus the initial formation of teachers in Mathematics. I considered the studies that have evidenced fragilities in this formation, related to the link between practical theory and, at the same time where I identify influences of a related movement to the professor-investigator. In Brazil, this movement was settled significantly in the 90’s, as much in terms of initial formation as a continued one. In this specific case of Major in Mathematics, I problemized the possibility of the research, as an epistemological attitude, to interfere with the formation of students, through the best link of theory with practice. I considered the current law and the curricular reformularization which was unchained by it, in the year of 2004, at the Universidade do Vale do Rio dos Sinos (UNISINOS), as an initiatives to overcome this dichotomy in the field of formation of professors and took this context as field of research. Intending to extend this reflection, I compared the data with the reality | en |
