Feira de Matemática no Acre (2013–2023): contribuições para a formação continuada de professores orientadores

This article analyzes the contributions of the editions of the Mathematics Fair held in the state of Acre to the continuing education of supervising teachers. The qualitative research was based on open-ended questionnaires answered by thirteen teachers who participated in one or more state editions held in 2016, 2017, 2019, and 2023. The data were organized into categories and interpreted in the light of theoretical references on professional knowledge and teacher education in non-formal contexts. The results indicate that the fair editions provide meaningful pedagogical experiences, promoting professional development through the articulation between theory and practice, the valorization of teachers’ protagonism, and the collective sharing of knowledge. The strengthening of investigative practices and the encouragement of integration between teaching, research, and extension were also observed. It is concluded that involvement in the Mathematics Fair contributes to the improvement of teachers practice and constitutes a fundamental formative space for basic education teachers in the Amazon region.