ME, MATHEMATICS TEACHER IN EARLY STAGES OF EDUCATION: FROM THE EXPERIENCE AS BASIC EDUCATION STUDENT TO THE ACTION AS A TEACHER

In this article we present a research that investigated how were the teachers' experiences with early years, as mathematic students still in basic education. For such, four (04) education professionals that act in this education step were selected to respond a semi-structured interview, from which we extract meanings units specified since our interview. From the data analysis, we observed that the teachers interviewed did not have a good experience with the mathematics learning in their education, and they have not found in the initial education the necessary subsidize for teaching of Mathematics in the early years of Basic Education, besides other relevant aspects, which lead us to debate about some limitations in their actions as teachers.