This article identifies the production, recognition and redefinition of methodological knowledge and mathematicians shown in oral and written narratives of teachers in Childhood Education, when they gather in a group collaborative study on mathematics education in childhood. This is a qualitative research which, through content analysis, showed evidence of professional development manifested by the group participants in the process of continuing education. Methodological approaches resized by teachers in the process of forming the group, mathematical knowledge possible to work from the games, and aspects of collaborative learning that occurred in the group were identified from the narratives. In summary, it is emphasized that the produced narratives became an element of reflection and continuous education, because they could be more aware of their own practice, reflect, evaluate, and improve their pedagogical work.
Narratives of Teachers; Mathematical Education in Childhood; Continuous Education of Teachers; Collaborative Group