Lesson Study como Estratégia de Formação Docente: Experiências Colaborativas no Programa Residência Pedagógica de Matemática

This article explores the use of Lesson Study in the Mathematics Pedagogical Residency Program (PRP) XXX as a strategy to promote collaborative practices in initial teacher training. Understood as a practice-centered professional development approach, Lesson Study involves cycles of planning, teaching, and collaborative reflection. The article presents the first cycle of the experience, in which an exploratory task on Financial Education was planned, implemented, and observed by residents in a high school class. The experience highlighted the importance of collaboration in planning and observing lessons, in addition to stimulating reflections on the teaching and learning process and the need for adaptations and replanning. The study highlights the potential of Lesson Study in the context of the Mathematics PRP XXX for the professional development of initial teachers.