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The research, guided by the question "What professional knowledge is mobilized in a Calculus lesson study conducted with university instructors?", involved eight instructors from higher education institutions in southern Brazil who are dedicated to the training of prospective mathematics teachers. The lesson study, structured in twelve weekly two-hour meetings, addressed the topic "maxima and minima". The qualitative analysis showed that the approach and dynamics of lesson study mobilized and deepened professional knowledge regarding mathematics, mathematics didactics and the mission of the trainer of future mathematics teachers. [ABSTRACT FROM AUTHOR]