<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100265</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698227158</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTOEFICÁCIA MATEMÁTICA E MOTIVAÇÃO PARA APRENDER NA FORMAÇÃO INICIAL DE PEDAGOGOS]]></article-title>
<article-title xml:lang="en"><![CDATA[MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOEFICACIA MATEMÁTICA Y MOTIVACIÓN PARA APRENDER EN LAFORMACIÓN INICIAL DE PEDAGOGOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TOLENTINO]]></surname>
<given-names><![CDATA[JUCILEIDE DAS DORES LUCAS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[ANA CRISTINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TORISU]]></surname>
<given-names><![CDATA[EDMILSON MINORU]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As crenças dos professores sobre sua própria capacidade de aprender Matemática podem influenciar a forma como se relacionam com essa disciplina, afetando tanto sua aprendizagem quanto a de seus alunos. Contudo, a relação que muitos futuros professores dos anos iniciais, estudantes de Pedagogia, estabelecem com a Matemática não é das mais positivas. No presente artigo, analisamos possíveis relações entre as crenças de autoeficácia matemática de um grupo de licenciandas em Pedagogia e sua motivação para aprender Matemática. O estudo se fundamentou nas noções de motivação para aprender e autoeficácia da Teoria Social Cognitiva. A metodologia, de abordagem qualitativa, envolveu uma pesquisa de intervenção da qual participaram oito licenciandas em Pedagogia de uma universidade pública do interior de Minas Gerais. Os dados foram produzidos por meio da observação de aulas de duas disciplinas de Matemática do referido curso, durante dois semestres, bem como de reuniões de um grupo de estudos constituído pela pesquisadora principal e as oito licenciandas; registros produzidos pelas participantes do estudo e questionário respondido pelas mesmas. Os resultados evidenciam que, após a intervenção, houve o fortalecimento das crenças de autoeficácia associados principalmente ao aumento da frequência de experiências de sucesso, além do desenvolvimento de uma relação mais favorável para a aprendizagem de Matemática. Além disso, há fortes indícios de aumento da motivação para aprender Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Teachers' beliefs about their own ability to learn mathematics can influence how they relate to this subject, affecting both their learning and that of their students. However, the relationship that many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics self-efficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study was based on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. The methodology, with a qualitative approach, involved an intervention research involving eight undergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data were produced by observing two Mathematics classes of the course during two semesters, as well as in meetings of a study group including the principal researcher and the eight undergraduate students; records produced by the study participants and a questionnaire answered by them. The results show the influence of this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequency of successful experiences, as well as the development of a more favorable relationship for learning mathematics. In addition, there is strong evidence of increased motivation to learn mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Las creencias de los maestros acerca de su propia capacidad para aprender matemáticas pueden influir en la forma como se relacionan con esta disciplina, afectando tanto su aprendizaje como el de sus estudiantes. Sin embargo, la relación que muchos futuros maestros, estudiantes de Pedagogía, establecen con las matemáticas no es la más positiva. En el presente artículo, analizamos las posibles relaciones entre las creencias de autoeficacia matemática de un grupo de estudiantes de Pedagogía y su motivación para aprender Matemáticas. El estudio se basó en las nociones de motivación para aprender y autoeficacia de la Teoría Social Cognitiva. La metodología, de enfoque cualitativo, se dio por medio de una investigación de intervención desarollada con ocho estudiantes de Pedagogía de una universidad pública de Minas Gerais (Brazil). Los datos se produjeron a lo largo de dos semestres lectivos mediante: observación de dos asignaturas de matemáticas y de las reuniones de un grupo de estudio compuesto por la investigadora principal y las ocho estudiantes de Pedagogía; registros producidos por los participantes del estudio; y un cuestionario respondido por ellos. Los resultados muestran la influencia del estúdio en el fortalecimiento de las creencias de autoeficacia asociadas principalmente con la mayor frecuencia de experiencias exitosas, así como el desarrollo de una relación más favorable para el aprendizaje de las matemáticas. Además, existe una fuerte evidencia de mayor motivación para aprender matemáticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[motivação para aprender]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia matemática]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[motivation to learn]]></kwd>
<kwd lng="en"><![CDATA[Mathematics self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy course]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[motivación para aprender]]></kwd>
<kwd lng="es"><![CDATA[creencias de autoeficacia matemática]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de maestros]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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