Da professora alfabetizadora à professora-pesquisadora

um percurso formativo a partir de uma pesquisa sobre pensamento algébrico nos anos iniciais

Abstract

This paper discusses the formative trajectory of an early years elementary school teacher based on her experience in a master’s research focused on the introduction of algebraic thinking in the first year of Elementary Education. The objective is to reflect on the shifts, learning processes, and meanings attributed to teaching practice throughout this experience, highlighting the constitution of the teacher as a researcher of her own practice. This is a bibliographical study grounded in a qualitative narrative approach, supported by studies on teacher education, narratives, and professional development, drawing theoretically on Bragança (2012, 2018), Morais, Nascimento and Lima (2020), and Josso (2020), who understand formation as experience, reflection, and knowledge production. The analysis reveals that engagement in a collaborative investigative process contributed to a broader understanding of mathematics teaching in the early years, the re-signification of pedagogical planning, and the strengthening of teacher authorship. The findings indicate that becoming a teacher-researcher goes beyond conducting academic research, constituting instead a continuous movement of critical reflection on practice and consolidation of an investigative professional stance.