<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132022000100224</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220026</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições de uma prática formativa envolvendo o software GeoGebra para professores e professoras que ensinam matemática dos anos iniciais do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of educational practice with Geogebra software for male and female mathematics teachers in the early grades of Elementary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zorzin]]></surname>
<given-names><![CDATA[Juliana Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Guilherme Henrique Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas (UNIFAL)  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Destacamos resultados de uma pesquisa que buscou compreender as contribuições para a formação continuada de professores dos anos iniciais do Ensino Fundamental, a partir de seu engajamento em uma ação formativa voltada ao uso do software GeoGebra no ensino de geometria, em uma escola localizada em Minas Gerais. Utilizando a metodologia da pesquisa-ação, os dados foram produzidos a partir da observação participante, utilizando-se dos instrumentos caderno de campo, videogravações das etapas de planejamento e desenvolvimento de atividades e entrevistas semiestruturadas. Para análise e organização dos dados, utilizamos a análise de conteúdo categorial. Os resultados indicam que, a partir da prática formativa, os saberes docentes foram moldados, ampliando dessa maneira, os saberes da disciplina, da experiência social e das relações pessoais, associando teoria e prática, nesse saber-fazer. Destacamos ainda, evidências de que essa ampliação e mobilização de saberes favoreceu a incorporação do GeoGebra no repertório didático dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper discusses results of qualitative research that aim to explain the contributions to in-service teacher education at elementary school according to their engagement in practice using GeoGebra to teach geometry in Minas Gerais State, Brazil. We have used action-research methodology. The data were collected through participant observation methods. Also, we have used as instruments a research journal, audio and video recordings of the teacher education program, and semi-structured interviews with two teachers. Categorical Content Analysis was used to address the data. The results suggest that teacher knowledge is molded from their involvement with the program, thus expanding their disciplinary, experiential, and personal relationships by associating theory and practice in this know-how. We also highlight evidence that this expansion and mobilization of knowledge favored the incorporation of GeoGebra in their didactic and pedagogical repertoire.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Geometria]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[GeoGebra]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada do professor]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Education technology]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra]]></kwd>
<kwd lng="en"><![CDATA[Teacher continuing education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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