UMA REVISÃO DE LITERATURA ACERCA DA FORMAÇÃO DE PROFESSORES DE MATEMÁTICA COM ABORDAGEM NO CURRÍCULO EM ESPIRAL

ABSTRACT The present study consists of a literature review on the importance of the training of Mathematics teachers, with an approach to the implications of the Spiral Curriculum proposed by Bruner, covering some theoretical bases in relation to the study of Curriculum. In this discursive path, training and Spiral Curriculum meet, enabling an integrative dialogue between teaching and learning, which, in turn, opens up a range of possibilities for the construction and revitalization of meaningful knowledge. To this end, the purpose of this work is to promote a reflection on the teaching trajectory in a social, cultural and dialogical perspective, favoring a discussion scenario for the configuration of the mathematical curriculum in a spiral perspective. The study consists of a bibliographic and documentary approach, using the handling of books and the wealth of information available in documentary materials. Thus, the study instigates teachers to read, investigate and improve pedagogical practice, combining knowledge, protagonism and training. Keywords: Teacher training. Spiral Curriculum. Knowledge. Apprenticeship.