<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302020000300979</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n3a2020-9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gênero na matemática escolar: um ato de resistência política]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender in Mathematics an act of political resistance]]></article-title>
<article-title xml:lang="es"><![CDATA[Género en las matemáticas escolares: un acto de resistencia política]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Elenilton Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Musha]]></surname>
<given-names><![CDATA[Fernanda Dartora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Yasmin Cartaxo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcio Antonio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>979</fpage>
<lpage>1004</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000300979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000300979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000300979&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO De onde menos se poderia imaginar - aulas e livros de matemática - é possível discutir temas relacionados a gênero, subvertendo a lógica conservadora que busca abafar até a morte essas discussões. Sim, a matemática pode ser uma disciplina escolar estratégica para que a não-neutralidade dos currículos se manifeste colocando em movimento ações de contraconduta às relações de poder postas pelo conservadorismo de certas parcelas da sociedade brasileira. Por intermédio de alguns exemplos que apresentam resultados de investigações realizadas por pesquisadorxs de duas universidades públicas brasileiras, pretende-se responder à questão: O que pode um currículo de matemática, no que concerne às discussões sobre questões de gênero? Esses exemplos deveriam ser reverberados, sempre que possível, nos espaços escolar e de formação de docentes que ministram matemática intencionando experienciar situações em que a matemática possa conflitar em vez de consensuar, neste caso, a dominação masculina e o arquétipo submisso e recatado da mulher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In an unexpected place - math's classes and books - it is possible to discuss gender issues, subverting the conservative logic that seeks to stifle these discussions. Yes, mathematics can be a strategic school discipline so that the non-neutrality of curriculum manifest, setting in motion counter-conduct actions to the power relations stablished by the conservatism of certain portions of Brazilian society. Through some examples that present the results of research carried out by researchers from two brazilian public universities, we intend to answer the question: What can a mathematics curriculum do, regarding discussions about gender issues? These examples should be reverberated, wherever possible, in the school and mathematics' teacher education, eith the intention to experience situations in which mathematics may conflict rather than consensus, in this case, with male domination and women's submissive and modest archetype.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN De donde menos podría imaginarse - clases y libros podrían imaginarse - es posible discutir asuntos relacionados al género, subvirtiendo la lógica conservadora que busca sofocar estas discusiones hasta la muerte. Sí, las matemáticas pueden ser una disciplina escolar estratégica para que la no-neutralidad de los planes de estudio se manifieste, colocando en marcha acciones de contraconducta a las relaciones de poder puestas por el conservadurismo de ciertas partes de la sociedad brasileña. Por intermedio de algunos ejemplos que presentan resultados de investigaciones llevadas a cabo por investigadores das universidades públicas brasileñas, se pretende responder a la cuestión: qué es lo que puede hacer un plan de estudios de matemáticas, con respecto a las discusiones sobre la cuestión de género? Esos ejemplos deberían ser reverberados, siempre que sea posible, en los espacios escolares y de formación de profesores que enseñan matemáticas, con la intención de experimentar situaciones en que las matemáticas puedan colocar en conflicto en vez de consensuar, en este caso, la dominación masculina y el arquetipo sumiso y recatado de la mujer.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Livro Didático]]></kwd>
<kwd lng="pt"><![CDATA[Matemática Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Culturais]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Cultural Studies]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Libros de texto]]></kwd>
<kwd lng="es"><![CDATA[matemáticas de la escuela]]></kwd>
<kwd lng="es"><![CDATA[Estudios culturales]]></kwd>
</kwd-group>
</article-meta>
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