THE PLACE OF LITERATURE IN THE TEACHING AND LEARNING OF MATHEMATICS IN THE CONTEXT OF INITIAL TEACHER TRAINING

This article seeks to investigate the place of literature in the teaching and learning of Mathematics in initial teacher training, with a qualitative design of exploratory type, through participant observation and the use of questionnaires, photos and videos. This investigation took place in the context of a pedagogical training for undergraduate students of Pedagogy and Mathematics, with an approach to literature to teach Mathematics, during the 2nd academic semester of 2022, at the Faculty of Education of the University of Brasilia. It was evidenced: the favoring of the resolution of problem-situations based on literature, as a challenging material that instigates mathematical thinking; the attribution of the teaching and learning of Mathematics only to the use of numbers to the detriment of interdisciplinarity, highlighting the need to overcome fragmented teaching; the importance of initial teacher training based on experiences that contribute to their work and the continuation of the process through continuing education.