Docência na Escola de Tempo Integral: reflexões sobre o Currículo com Professoras que ensinam Matemática

The article was born as a result of a postdoctoral research project at the Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP-Brazil), and seeks to understand how teachers from the years working in São Carlos (SP) constitute their practice in teaching mathematics in full-time schools based on collective discussions about the curriculum. The theoretical framework concerns the conceptualization of the full-time school, its work proposal, mathematics teaching and professional development. The methodology, qualitative in nature, based on collaboration, implemented a cycle of study and reflection on the curriculum and mathematics education. The results show that the movement of reflection-action-reflection, adopted in the context of social distancing, during the dynamics of meetings with the group, mobilizes the participants to build their autonomy and contributes to the process of a pedagogical practice that aims to achieve the proposal of integral education through interdisciplinary work and multidimensional training.