NARRATIVES OF MATHEMATICS TEACHERS FROM THE FINAL YEARS OF FUNDAMENTAL EDUCATION: THE PEDAGOGICAL PRACTICE IN FOCUS 1 Neuton Alves de Araújo, 2 Francisco de Paula Santos de Araujo Junior and 3 Anna Karla Barros da Trindade 1 Universidade Federal do Piauí – UFPI; 2 Universidade Estadual do Piauí – UESPI; 3 Instituto Federal do Piauí – IFPI ARTICLE INFO ABSTRACT The aim of this study is to investigate the pedagogical practice of mathematics teachers from the final years of elementary school in the Municipal Public School of Teresina-PI, in effective teaching activity, based on the narratives of these teachers. This is an empirical research with a qualitative approach. In view of the understanding that pedagogical practice is inseparable from the teaching professional trajectory and in view of the nature of this research, narratives have been used, which have been shown to be appropriate because they enable interlocutors to report their personal perceptions, their most intimate in addition to other experiences that have marked (or have been marking) his professional career. The data produced by the narrative interview and selected for this study, were analyzed in the light of the theoretical framework of Content Analysis from the perspective of Bardin. It was found that the process of critical reflexivity about the practice, constantly experienced by teachers, collaborators of this study, enabled the understanding and rational analysis of their teaching action in the perspective of better systematizing it and making it operational. It also allowed these teachers to develop, based on this critical posture and the perception of the nature of the pedagogical action, knowledge related to their profession, considering that their practice, due to its situated, historical and social character, went beyond the mere application of techniques and content transmission. Copyright © 2020, Neuton Alves de Araújo et al., This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. INTRODUCTION This text brings and discusses the results of a research involving mathematics teachers from the final years of elementary school in the Municipal Public School of Teresina - PI, in effective teaching activity, with the objective of investigating their pedagogical practice, based on their narratives. According to Ferreira (2003), based on Silva (1998), until the mid-1980s, little had been written and researched on teacher training and even less on the training of mathematics teachers in Brazil. However, from the last two decades this theme has started to be consistently outlined and has become one of the most active areas of research. The teacher (or future mathematics teacher) began to be seen as someone who thinks, reflects on his pedagogical practice, whose meanings need to be recognized. More than a useful “piece” to the system, it started to be considered as an important element in the teaching and learning process. This trend, although only incipient in Brazil, in the 1980s, appears and develops strongly in different parts of the world. Even though, timidly, Brazil is also beginning to transform its research paradigm. It is the paradigm of the “thinking of the teacher” that slowly seeks its space within the scope of research on the formation of mathematics teachers. In view of this reality, teacher training programs began to be rethought, leaving aside a meaning that the teacher would merely apply techniques designed and produced by specialists for their pedagogical practice, a paradigm that Schön (1995) called “ technical rationality ”. Having made the comments, in addition to the introduction, this text was structured with the sections: methodological aspects; pedagogical practice of Mathematics teachers: some theoretical reflections; analysis and discussion of the pedagogical practice of mathematics teachers from their narratives; final considerations. Methodological aspects: This study is a qualitative investigation because it corroborates the reflections of Chizzoti (2006, p. 76), by explaining that, Researchers who have adopted this guideline have removed themselves from irregularities to dedicate themselves to the analysis of the meanings that individuals give to their actions, in the ecological environment in which they build their lives and their relationships, to the understanding of the meaning of the actions and decisions of social actors or , then, of the inseparable bonds of ISSN: 2230-9926 International Journal of Development Research Vol. 10, Issue, 09, pp. 39857-39863, September, 2020 https://doi.org/10.37118/ijdr.19912.09.2020 Article History: Received xxxxxx, 2019 Received in revised form xxxxxxxx, 2019 Accepted xxxxxxxxx, 2019 Published online xxxxx, 2019 Available online at http://www.journalijdr.com Citation: Neuton Alves de Araújo, Francisco de Paula Santos de Araujo Junior and Anna Karla Barros da Trindade. 2020. “Narratives of mathematics teachers from the final years of fundamental education: the pedagogical practice in focus”, International Journal of Development Research, 10, (09), 39857-39863. RESEARCH ARTICLE OPEN ACCESS Article History: Received 29 th June 2020 Received in revised form 18 th July 2020 Accepted 22 nd August 2020 Published online 23 rd September 2020 Key Words: Mathematics teachers. Narratives. Pedagogical Practice. Final Years of Elementary School. *Corresponding author: Neuton Alves de Araújo,