<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000200468</article-id>
<article-id pub-id-type="doi">10.5007/2175-795x.2018v36n2p468</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[De espaço de mediação a oficinas experiências: uma formação possível com professores que ensinam matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[From space of mediation to workshops of experience: a possible training program with Mathematics teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Espacio de mediación y talleres de experiencia: una formación posible con profesores que enseñan matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wagner]]></surname>
<given-names><![CDATA[Débora Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Cláudia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Santa Catarinal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Catarinal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>468</fpage>
<lpage>489</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000200468&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000200468&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000200468&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Sob o título &#8220;Matemática e arte para sala de aula&#8221; foi criada e desenvolvida uma formação para professores que ensinam matemática. A formação, que aconteceu sob a forma de oficinas, tinha como objetivo relacionar matemática e arte por meio de imagens,possibilitando ao grupo de professores a oportunidade de ensinar matemática de um modo &#8220;diferente&#8221; através da arte. Com a reunião do material empírico para pesquisa, deu-se conta de que o modo como a formação havia sido planejada e realizada funcionou como dispositivo mantenedor e orientador de práticas, o qual produz e regula os sujeitos que dele participam. Contudo, as experiências produziram fissuras e provocações que se abriram como possibilidade de inventar outros questionamentos: o que pode uma formação de professores de matemática? Assim, este artigo tem o objetivo de refletir sobre estas questões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A training program was created and developed for Mathematics teachers under the title of &#8220;Mathematics and Art for the Classroom&#8221;. This took the form of workshops aiming to relate mathematics and art through images and to enable the teachers to learn how to teach mathematics in a &#8220;different&#8221; way. By gathering the empirical material for research, it was realized that the way in which the training program was planned and performed worked as a supportive and practice-orienting device, which produces and regulates the subjects that take part of it. However, experiences produced fissures and provocations that opened up the possibility to invent other questions: what is a mathematics teacher&#8217;s training program to do ? Thus, this article aims to reflect on this issue.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Bajo el título "Matemáticas y arte para el aula" se creó y desarrolló una formación para profesores que enseñan matemáticas. La formación, que se realizó en forma de talleres, tuvo como objetivo relacionar matemáticas y arte a través de imágenes, posibilitando al grupo de profesores la oportunidad de enseñar matemáticas de un modo "diferente" a través del arte. Con la reunión del material empírico para investigación, se verificó que la forma en que la formación había sido planificada y realizada funcionó como dispositivo mantenedor y orientador de las prácticas, y produjo y reguló a los sujetos que participaron. Sin embargo, también las experiencias produjeron fisuras y provocaciones que se abrieron como posibilidad de realizar otros cuestionamientos: ¿qué puede una formación de profesores de matemáticas? Así, este artículo tiene el objetivo de reflexionar sobre estas cuestiones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Matemática e Arte]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Oficinas experiências]]></kwd>
<kwd lng="en"><![CDATA[Mathematics and Arts]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Training]]></kwd>
<kwd lng="en"><![CDATA[Workshops Experience]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas y Arte]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Talleres de Experiencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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