Lesson Study como Espaço de Produção de Conhecimento-na-prática: uma experiência que articula matemática e educação ambiental

This article describes and analyzes a Lesson Study (LS) experience carried out by a group of teachers and researchers, focusing on formative learning processes and contributions to Teacher Professional Development (TPD). The qualitative study employed the Hybrid Lesson Study (HLS) model and Dialogical Narrative Analysis (DNA), based on an investigative task on functions, integrating Mathematics and Environmental Education (EE). Various forms of learning emerged throughout the process: the researcher deepened her understanding of lesson planning and classroom management; the basic education teacher emphasized the value of dialogue and critical reflection in teaching practice; the educator with expertise in EE highlighted the potential of interdisciplinarity and the challenges of situated practice; and the project coordinator broadened her perspective on mediation and pedagogical observation. The findings suggest that LS constitutes a powerful space for the collective construction of knowledge and the strengthening of teachers’ professional identity.