<?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>S1983-17302020000301055</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n3a2020-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Agência, affordance e a relação professor-materiais curriculares em Educação Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Agency, affordance and the relationship teacher-curriculum materials in Mathematics Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Agencia, affordance y la relación profesor-materiales curriculares en Educación Matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Januario]]></surname>
<given-names><![CDATA[Gilberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></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>1055</fpage>
<lpage>1076</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000301055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000301055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000301055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A relação entre professores que ensinam Matemática e materiais curriculares é implicada por diferentes recursos e resultado do grau de agência e da percepção de affordances. Neste artigo, fazemos uma abordagem desses dois conceitos como marco conceitual de análise dos modos como professores e materiais curriculares se relacionam, tendo como referência resultados de estudos que vimos realizando no campo da Educação Matemática. A discussão aqui feita evidencia diferentes conceitos e noções incorporadas à interação entre professores e materiais curriculares, como fidelidade curricular; subversão curricular; contexto institucional; planejamento conjunto; professores como produtores de currículo; e descolonização do currículo. Essas noções, por sua vez, demandam propostas de investigação para a compreensão dos modos como influenciam a interação e potencializam o desenvolvimento curricular em Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The relationship between Math teachers and the curriculum materials is implied by different resources and the results of the agency rate and the perception of affordances. In this article, we build an approach of those two concepts as a conceptual analysis mark about how teachers and curriculum materials interact, having as reference, results of studies we made in the Mathematics Education field. The discussion here shows different concepts and notions embodied with the interaction between teachers and curriculum materials, such as curriculum fidelity; curriculum subversion; institutional context; joint planning; teachers as curriculum producers and the curriculum descolonization. This notions, demand investigation proposals to comprehend the ways of how they influence the interaction and potentialize the curriculum development in Mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la relación entre profesores que enseñan Matemática y materiales curriculares intervienen distintos recursos, condicionándola al grado de agencia y la percepción de affordances. En este artigo se aborda dichos conceptos como marco conceptual de análisis de los modos como profesores y materiales curriculares se relacionan, teniendo en cuenta los resultados de estudios que hemos desarrollado en el campo de la Educación Matemática. La discusión realizada pone de manifiesto distintos conceptos y nociones relativas a la interacción entre profesores y materiales curriculares, tales como fidelidad curricular; subverción curricular; contexto institucional; planificación conjunta; profesores como productores de currículo; y descolonización del currículo. Dichas nociones, a sua vez, requieren de propuestas de investigación para la compreensión de los modos como influencian la interacción y potencializan el desarrollo curricular en Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação professor-materiais curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Affordance]]></kwd>
<kwd lng="pt"><![CDATA[Agência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="en"><![CDATA[Relationship teacher-curriculum materals]]></kwd>
<kwd lng="en"><![CDATA[Affordance]]></kwd>
<kwd lng="en"><![CDATA[Agency]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="es"><![CDATA[Relación profesor-materiales curriculares]]></kwd>
<kwd lng="es"><![CDATA[Affordance]]></kwd>
<kwd lng="es"><![CDATA[Agencia]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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