Lesson Study como Prática Formativa: Uma Análise Teórica em Educação Matemática

This article theoretically analyzes Lesson Study as a training practice in the context of Mathematics Education, investigating its foundation, methodological principles and potential for the professional development of teachers. Originating in Japan and disseminated internationally, Lesson Study is a collaborative approach centered on reflective practice, collective planning and systematic observation of classes. The analysis presented shows that this methodology provides significant contributions to both the initial and continuing education of mathematics teachers, favoring the deepening of mathematical, pedagogical and curricular knowledge. The results of international research and Brazilian experiences indicate that Lesson Study enhances reflection on teaching practice, collaborative work and the shared construction of didactic-pedagogical knowledge in mathematics. However, its implementation faces challenges such as cultural resistance, institutional limitations and time constraints. It is concluded that Lesson Study represents a promising alternative to traditional training approaches, contributing to overcoming the theory-practice dichotomy and to the development of an investigative and reflective teaching culture in Mathematics Education, particularly in the Brazilian context.