<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762025000100226</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e65683</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Rios de ressignificação: (des)construções curriculares na constituição do professor de matemática a partir das resoluções do Conselho Nacional de Educação/Conselho Pleno de 2002, 2015 e 2019]]></article-title>
<article-title xml:lang="en"><![CDATA[Rivers of re-signification: curriculum (de)constructions in the constitution of mathematics teachers from the resolutions of the National Council of Education/Plenary Council of 2002, 2015, and 2019]]></article-title>
<article-title xml:lang="es"><![CDATA[Ríos de resignificación: (de)construcciones curriculares en la constitución del profesor de matemáticas a partir de las resoluciones del Consejo Nacional de Educación/Consejo Pleno de 2002, 2015 y 2019]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Tatiane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miola]]></surname>
<given-names><![CDATA[Adriana Fátima de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo, retirado de uma dissertação homônima, teve como objetivo compreender os processos e efeitos da ressignificação das diretrizes curriculares para formação de professores, materializados no Projeto Pedagógico de um curso de Licenciatura em Matemática. Como embasamento teórico utilizou-se conceitos como Educação Problematizadora, Dialogicidade, Insubordinação Criativa, Subversão Responsável e Colaboração. Quanto à metodologia, optou-se por uma abordagem qualitativa, empregando a pesquisa documental. Para a análise dos dados, recorreu-se à Análise Textual Discursiva. Os resultados alcançados foram sintetizados no metatexto intitulado &#8220;Entre imersões e reflexões: dimensões que constituem a formação de professores de matemática&#8221;. Como conclusão, observou-se que o uso da Insubordinação criativa evidenciou a importância da flexibilidade no desenvolvimento dos cursos de formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, drawn from a homonymous dissertation, aimed to understand the processes and effects of the re-signification of curriculum guidelines for teacher education, as materialized in the Pedagogical Project of a Mathematics Teaching degree program. The theoretical framework was based on concepts such as Problematizing Education, Dialogicity, Creative Insubordination, Responsible Subversion, and Collaboration. Regarding methodology, a qualitative approach was adopted, employing documentary research. For data analysis, Discursive Textual Analysis was used. The results were synthesized in the metatext entitled &#8220;Between Immersions and Reflections: Dimensions that Constitute the Education of Mathematics Teachers.&#8221; In conclusion, it was observed that the use of Creative Insubordination highlighted the importance of flexibility in the development of teacher education programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo, extraído de una disertación homónima, tuvo como objetivo comprender los procesos y efectos de la resignificación de las directrices curriculares para la formación de profesores, materializados en el Proyecto Pedagógico de un curso de Licenciatura en Matemáticas. Como base teórica se utilizaron conceptos como Educación Problematizadora, Dialogicidad, Insubordinación Creativa, Subversión Responsable y Colaboración. En cuanto a la metodología, se optó por un enfoque cualitativo, empleando la investigación documental. Para el análisis de los datos se recurrió al Análisis Textual Discursivo. Los resultados obtenidos fueron sintetizados en el metatexto titulado &#8216;Entre inmersiones y reflexiones: dimensiones que constituyen la formación de profesores de matemáticas&#8217;. Como conclusión, se observó que el uso de la Insubordinación Creativa evidenció la importancia de la flexibilidad en el desarrollo de los cursos de formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[resoluções CNE/CP]]></kwd>
<kwd lng="pt"><![CDATA[projetos pedagógicos curriculares]]></kwd>
<kwd lng="pt"><![CDATA[subversão responsável]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[CNE/CP resolutions]]></kwd>
<kwd lng="en"><![CDATA[curricular pedagogical projects]]></kwd>
<kwd lng="en"><![CDATA[responsible subversion]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[resoluciones CNE/CP]]></kwd>
<kwd lng="es"><![CDATA[proyectos pedagógicos curriculares]]></kwd>
<kwd lng="es"><![CDATA[subversión responsable]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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