A formação inicial de professores de matemática como um espaço de mobilização e construção dos saberes docentes.

The finding presented by several authors of mathematical education, since the 1990s, of limited approaches to geometric content or the so-called abandonment of geometry in basic education, has led to a movement to resume this content in Brazilian education in recent years. The initial training of mathematical teachers is a key point in overcoming this scenario. Thus, our research aims to analyze how future teachers establish and mobilize their knowledge through a didactic intervention, and thus understand which aspects propitiated the production and mobilization of geometric knowledge for teaching during the training process. Considering the curricular structure of the degree course in mathematics, the mandatory curricular component of supervised internship presents itself as a favorable environment for the development of studies on this issue. Thus, by means of a didactic sequence, we carried out an intervention with the participation of academics enrolled in the subject of Supervised Internship in Mathematics Teaching I of the Mathematics Degree course of the Federal University of Sergipe-SC. The methodological approach that best met the objectives of this study was qualitative. From the analysis of the results, we concluded that providing formative moments in which the undergraduate students can develop the ability to establish relationships between their different knowledge, which enable a didactic adaptation of the knowledge acquired in undergraduate school knowledge, should be a concern of the initial training.