“Meu Pensamento é de Criança?”: estudos de aula e o ensino de álgebra: reflexões de um processo formativo com professoras dos anos iniciais do ensino fundamental

This article presents the results of a master’s research that investigated a continuing education process on the teaching of Algebra, carried out through the Lesson Study methodology, raising the following question: how can we contribute to the professional development of elementary school teachers based on the demands brought by studies and research on Algebra? The objective was to analyze how teachers understand and develop practices related to the teaching of Algebra in the early years of schooling. Through a qualitative research, in a collaborative format, the study was conducted in a public school within the municipal education system of João Pessoa-PB, with teachers working in the 3rd grade of elementary school, the aplicattion of questionnaire to identify the professional profiles and in eight formative meetings. The results point to the need for deeper knowledge of teachers’ specialized content, as well as a collaborative and reflective pedagogical practice.