<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312019000100508</article-id>
<article-id pub-id-type="doi">10.26512/lc.v25.2019.21854</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Matemática e a inclusão do outro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta]]></surname>
<given-names><![CDATA[Deise Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Harryson Júnio Lessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312019000100508&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312019000100508&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312019000100508&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto se firma na necessidade de discutir a matemática escolar, como prática social, por um viés inclusivo em oposição a um caráter técnico e segregacionista que, por vezes, parece se apresentar nas salas de aula. Perseguindo os pressupostos habermasianos da Teoria da Inclusão do Outro, propomos uma reflexão desse tema, inicialmente, com um item introdutório sobre o caráter excludente do ensino de matemática escolar, apresentando, a seguir, a matemática entendida como prática social; o pensamento habermasiano, finalizando com a possibilidade de pensar o ensino de matemática como Inclusão do Outro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto se afirma en la necesidad de discutir las matemáticas escolares, como práctica social, por un sesgo inclusivo en oposición a un carácter técnico y segregacionista que, a veces, parece presentarse en las aulas. Persiguiendo los presupuestos de la Teoría de la Inclusión del Otro, proponemos una reflexión de este tema, inicialmente, con un ítem introductorio sobre el carácter excluyente de la enseñanza de matemáticas escolares, presentando a continuación las matemáticas entendidas como práctica social; el pensamiento habermasiano, finalizando con la posibilidad de pensar la enseñanza de matemáticas como Inclusión del Otro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text is based on the need to discuss school mathematics, as a social practice, by an inclusive tendency as opposed to a technical and segregationist character that sometimes seems to present itself in classrooms. Pursuing the Habermasian presuppositions of the Theory of Inclusion of the Other, we propose a reflection of this theme, initially, with an introductory item on the exclusionary character of the teaching of school mathematics, presenting, next, the mathematics understood as social practice; the Habermasian thought, ending with the possibility of thinking the teaching of mathematics as Inclusion of the Other.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Ce texte est basé sur la nécessité de discuter des mathématiques scolaires, en tant que pratique sociale, pour un biais inclusif par opposition à un caractère technique et ségrégationniste qui semble parfois se présenter dans les salles de classe. Poursuivant les présupposés Habermasiens de la Théorie de l'Inclusion de l'Autre, nous proposons une réflexion de ce thème, d'abord, avec un article introductif sur le caractère d'exclusion de l'enseignement des mathématiques scolaires, présentant ensuite les mathématiques comprises comme pratique sociale; la pensée Habermasienne, se terminant par la possibilité de penser l'enseignement des mathématiques comme Inclusion de l'Autre.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Habermas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Prática Social]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Habermas]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Práctica Social]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Habermas]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Social Practice]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="fr"><![CDATA[Mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Habermas]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Pratique sociale]]></kwd>
<kwd lng="fr"><![CDATA[Inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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