2012-10-242012-10-242008-01-18SILVA FILHO, Joaquim Clemente da. Educação matemática: uma investigação sobre teoria e prática no ensino regular e médio profissionalizante do CEFET- Pará. 2008. 94 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2008. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.https://repositorio.ufpa.br/handle/2011/3082This paper was accomplished with the participation of teachers-engineers and students at the CEFET – Pará technical course of Mechanics. It has an extensive discussion about Mathematics learning and its application in the professional course. I begin my studies from four problems which occur frequently in the teaching and learning processes. They are concerning to the students inter-relation with Mathematics Education and its practical applications, in the Mechanics Course. Thus, my main purposes are: analyzing the didactic procedures in relation to pedagogical practice construction process with Mathematics teachers and teachers-engineers who teach at the CEFET Mechanics Course and comprehending some obstacles between theory and practice in Mathematics teaching. I also want to study a little about some teachers-engineers teaching knowledge and the relation that they establish in both didactic knowledge and specific technical-professional knowledge. The data show students complaints about Mathematics classes in the two ways of teaching, which has originated from an obstacles and errors system in this discipline teaching and learning processes, both in “Fundamental” and professional “Médio” teaching. There were three analysis objects: the students ways and problems, what had a basis to comprehend the teachers didactic action, and the relation among the pedagogical knowledge, the professional formation knowledge, and the teachers-engineers teaching practice. We can perceive through the analysis that during his academic formation the engineer develop specific learning in his professional nature and after starting teaching he tends to keep this learning, at this time in a more specific and objective way. It seems that the teacher identity is not the central object to the teachers-engineers; moreover, in the end, we understand that the teaching practice should draw more attention by those teachers. I finish this paper investigating how the teachers-technicians understand the continuous formation in education, suggesting a wider relationship among them and the Mathematics didactic, from a wider attention to an active reflection seeking for a continuous formation in Mathematics Education. Therefore, there will be a wide conciliation of contents, didactic and strategical knowledge.porAcesso AbertoPrática de ensinoFormação de professores de matemáticaMatemáticaCentro Federal de Educação Tecnológica do ParáPará - EstadoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICACNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE