Abstract

To understand the constitution of students’ knowledge mediated by the teacher, it is required to explore the forms of teacher knowledge related to the students’ learning process. This is supposed to be a constant activity, which demands an analysis of the teacher’s practice and its respective goals. For such purpose, it is important to conceive of the teacher as a subject inserted in a socio-historical-cultural context, who is under the influence of values that have been built all along their life, who periodically reviews their objectives and whose professional identity is equally developed. This, in turn, also sets up teaching strategies that are performed in the classroom.