The present work aims to identify the contributions of the subject Methodology and Practice of Mathematics Teaching to the training of teachers who teach mathematics in the Early Years. The research was developed in the Graduate Program in Education at the Universidade Federal de São Carlos (UFSCar)-Campus Sorocaba, and integrated the discussions of the Education Observatory Project (OBEDUC) 2012. The study is structured on the basis of a qualitative and interpretative analysis of the syllabus, the teaching plan and the material produced by the protagonist students of the subject Methodology and Practice of Mathematics Teaching, offered in the 8th period of the Pedagogy course at UFSCar-Sorocaba, as well as the scripts of the classes held. To support the analysis, theoretical references were used that deal with conceptual and didactic aspects for the teaching of mathematics and the results obtained point out that the conduction of the discipline in the collaborative perspective presented alternatives for the concrete change of the pedagogical practice opening possibilities for the re-signification in the professional formation in what refers to the teaching of mathematics.
