A hermenêutica e o fazer do professor de matemática: uma possibilidade de trabalho nas aulas de cálculo diferencial e integral.

This article aims to present a method of intervention in the classroom, specifically in the Differential and Integral Calculus course of a Mathematics Teaching degree, when working with students on the Intermediate Value Theorem. We base our approach on the studies by Bicudo (1991), Garnica (1992), and Garnica and Bicudo (1994) regarding a teaching methodology based on hermeneutic work with mathematical texts in the classroom. We describe the experience conducted and our understanding of the activity carried out. We present the questions posed by the students and the indications of their understanding of the ideas introduced in the studied theorem. [ABSTRACT FROM AUTHOR]