Estudos de Aula no Brasil: contribuições das Pesquisas do Gepem@t para a Educação Matemática e o Desenvolvimento Docente

Lesson study has established itself as a professional development approach for teachers centered on collaboration and reflection. In Brazil, several research groups are investigating this process and the possibilities for promoting improvements in mathematics teaching. This article presents a bibliographic review of research on lesson study at different levels of education, developed by the Study and Research Group in Mathematics Education and Technologies (GEPEM@T), analyzing undergraduate monographies, dissertations, and theses. The analysis of these academic works identifies the contributions of lesson study to teacher training, its impact on teaching practices, and the possibilities for improving teaching, especially in mathematics. The results indicate that lesson study fosters teacher reflection and student learning, improving mathematics teaching. The Group’s academic production strengthens the debate on this process, highlighting its relevance for fostering student learning and promoting professional learning among teachers.