<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000400016</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201612145354</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A emergência da singularidade em uma cena didática de uma aula de geometria]]></article-title>
<article-title xml:lang="en"><![CDATA[The emergence of singularity in a didactic scene of a geometry class]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Eveline Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lyra]]></surname>
<given-names><![CDATA[Maria C. D. P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,eveline.vieira.costa@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,marialyra2007@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>4</numero>
<fpage>1109</fpage>
<lpage>1124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000400016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo mostrar uma recria&#231;&#227;o de uma situa&#231;&#227;o em sala de aula na qual o professor distribui o poder do saber com os alunos em uma estrat&#233;gia que liga os saberes espont&#226;neos, ou pr&#233;vios, aos saberes abordados, de forma a fomentar a singularidade dos sujeitos. Para tanto, usaremos as no&#231;&#245;es de Bakhtin de zona de contato, a fim de defender a ideia da comunica&#231;&#227;o criativa como possibilidade de apropria&#231;&#227;o do conhecimento pelo aluno, atrav&#233;s do discurso interno persuasivo, oriundo desse di&#225;logo. Mostraremos como, dessa forma, o aluno se torna o que Lave e Wenger chamam membro perif&#233;rico leg&#237;timo de uma comunidade de pr&#225;tica, aqui considerada a sala de aula. Em seguida, passaremos a considerar a din&#226;mica da sala de aula atrav&#233;s do que Costa chama de problematiza&#231;&#227;o, subvertendo a tradi&#231;&#227;o secular e/ou cultural do professor em posi&#231;&#227;o central e os alunos em posi&#231;&#245;es perif&#233;ricas. Por fim, consideraremos essa din&#226;mica do ponto de vista psicol&#243;gico, mostrando, a partir da ideia de Valsiner de internaliza&#231;&#227;o-externaliza&#231;&#227;o, como o conhecimento pronto e constru&#237;do passa a possuir um sentido pessoal e afetivo para o aluno, a partir do uso de um exemplo ilustrativo em sala de aula sobre geometria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to recreate a situation in a classroom in which the teacher &#8220;distributes&#8221; the power of knowledge to students by means of a strategy that links spontaneous or previous knowledge to the knowledge addressed in order to foster the singularity of the subjects. Therefore, we use Bakhtin's notion of contact zone to defend the idea of creative communication as the possibility of appropriation of knowledge by the student through persuasive inner discourse, which originates in such dialogue. We show how, in this way, students become what Lave and Wenger call legitimate peripheral members of a community of practice, which here is the classroom. Then we consider the dynamics of the classroom through what Costa calls problematization, subverting the secular and/or cultural tradition of placing the teacher in the central position and students in peripheral positions. Finally, we consider this dynamic from the psychological point of view, showing, based on Valsiner's idea of internalization-externalization, how ready and built knowledge may acquire a personal and affective meaning for the student through the use of an example in a geometry class.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Apropriação]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Problematização]]></kwd>
<kwd lng="pt"><![CDATA[Externalização]]></kwd>
<kwd lng="pt"><![CDATA[Internalização]]></kwd>
<kwd lng="en"><![CDATA[Appropriation]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Problematization]]></kwd>
<kwd lng="en"><![CDATA[Internalization]]></kwd>
<kwd lng="en"><![CDATA[Externalization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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