Resumo:
This research aims to identify the Specialized Knowledge mobilized by an undergraduate mathematics student and a mathematics teacher from a public elementary school after a work carried out in a university-basic education partnership, regarding an equation of a straight line. It is a qualitative research, in which data were produced through audio-recording of seven meetings, five of which were dedicated to discussions and planning, and two to the application of activities in a third-year class in high school. The first activity was applied in the university's computing laboratory and the second in the school classroom. Data analysis was performed in the light of the theoretical perspective of the Mathematics Teacher’s Specialized Knowledge (MTSK) pattern. The results showed that: i) the mathematics undergraduate student increased her specialized knowledge mobilized after the work carried out in partnership with a teacher thus ratifying the relevance and pertinence of the partnership for the construction and increase of the teacher’s specialized knowledge; ii) the need to devote more attention to the initial training of future mathematics teachers in relation to the construction of the PCK, in particular to the Knowledge of Features of Learning Mathematics (KFLM) and to the Knowledge of Mathematical Learning Standards (KMLS); iii) well as the expressive mobilization of context knowledge by the Basic Education Mathematics teacher.
