2022-07-082022-07-082021-10-11MORAIS, Tamires Silva de. 2021. Inconformidades pedagógicas do/da professor/a que ensina matemática nos anos iniciais. Trabalho de Curso (Licenciatura em Matemática) – Faculdade de Matemática, Campus Universitário de Castanhal, Universidade Federal do Pará, Castanhal, 2021. Disponível em: https://bdm.ufpa.br/handle/prefix/4162. Acesso em:.https://bdm.ufpa.br/handle/prefix/4162Discussing the “Pedagogical Nonconformities of the Teacher Who Teach Mathematics in the Early Years” leads us to several reflections on the process of teaching and learning, turning our gaze on the role of the teacher who focuses on the Magisterium of the Early Years in all its complexity. This Course Completion Paper (TCC) was motivated by the question: What elements are evidenced by teachers who teach Mathematics in the Early Years regarding the limitations of their practices? It aimed to analyze the elements that interfere in the teaching and learning process, causing nonconformities to teachers who teach Mathematics in the Early Years, in a public school in the city of Castanhal/PA. And, specifically, it sought to: a) observe, identify and describe the elements evidenced by teachers in relation to limitations in the teaching of Mathematics; b) discuss on a theoretical basis the conceptions of the participating teachers about the teaching of Mathematics for life. The results point to the need to restructure the Mathematics training standards offered in Pedagogy courses, prioritizing discussions and reflections on the role of the Mathematics teacher for the Early Years, as well as the mobilization of mathematical knowledge regarding the mastery of the object of study (Mathematics itself) and regarding the teaching processes (Mathematics Education).Acesso AbertoMatemática - Estudo e ensinoProfessores - FormaçãoMathematics - Study and teachingTeachers, Training ofCNPQ::CIENCIAS EXATAS E DA TERRATrabalho de Curso - Graduação - Monografia