نبذة مختصرة : The constitution of professional teaching knowledge is based on articulation between elements of the teaching object and teaching tools, which are mobilized by teachers throughout their initial and/or continuing education in diverse areas of knowledge. This work comes from discussions in the discipline "Historical-epistemological foundations of Mathematics Education", taken as part of the doctoral course in REAMEC's (acronym in Portuguese for Rede Amazônica de Educação em Ciências e Matemática) Postgraduate Program in Science and Mathematics Education. The study examines the proposal of the PCN em Ação - Mathematics in dialogue with trends in Mathematics Education, considering the demands for teacher professionalization in recent decades. This is a qualitative, descriptive and exploratory research with a bibliographic and documentary nature. The sequences of activities suggested by the PCN em Ação included methodological guidelines and didactic orientation for teachers, effectively on teaching know-how. The reflections indicate the professionalization of teachers must happen permanently during the training and teaching process. Regarding professional knowledge for teaching mathematics in the early school grades, results show that the program prioritized teaching and learning contextualized in problem situations, with the aim of making the student be the main player in the process and also demystifying mathematics as a single, static truth. ; La constitución del saber profesional docente se da en la articulación entre los elementos del objeto de enseñanza y las herramientas para la enseñanza, que son movilizadas por el profesor a lo largo de su formación, sea inicial o continua, en las más diversas áreas del conocimiento. Este trabajo se basó en las discusiones de la asignatura "Fundamentos histórico-epistemológicos de la Educación Matemática", cursada en el marco del programa de doctorado en Educación Científica y Matemática de la REAMEC. El estudio examina la propuesta del PCN en Acción - Matemática en diálogo ...
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