<?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>S1983-17302023000100106</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-8</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas sociais e significação do conceito de medidas]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas sociales y significación del concepto de medidas]]></article-title>
<article-title xml:lang="en"><![CDATA[Social practices and the meaning of the concept of measures]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarmento]]></surname>
<given-names><![CDATA[Alan Kardec Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Manoel Oriosvaldo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piuaí  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo discutiremos o processo de significação do conceito de medidas a partir de uma pesquisa realizada objetivando investigar as relações existentes entre o desenvolvimento lógico-histórico e o modo de apropriação do conceito de medida em coletividades agrícolas. Baseado na Teoria Histórico-Cultural/Teoria da Atividade, o trabalho empírico teve como referência: a) investigação das práticas sociais relacionadas às medidas nas lavouras, b) realização de experimentos didáticos com estudantes do Ensino Básico e c) experimento formativo com professores. Concluímos que na objetivação do ensino do conceito de medida, o processo de significação reflete o modo de apropriação do desenvolvimento lógico-histórico dele pelo sujeito e depende do compartilhamento dos significados culturais subjacentes às medidas, adquiridos no contexto das práticas sociais das diferentes coletividades, apontando a necessidade de considerar, na praxe docente, os sistemas simbólicos extras matemáticos que regem tais práticas no ambiente cultural dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Discutiremos ahora de las prácticas sociales y el proceso de significación del concepto de medida, tras un estudio para investigar las relaciones entre el proceso de significación, el desarrollo lógico-histórico y el modo de apropiación del concepto de medida en comunidades campesinas. soportado en la Teoría Histórico-Cultural, el trabajo abarcó: a) investigación de las prácticas sociales con las medidas utilizadas por los campesinos b) realización de experimentos didácticos con estudiantes; c) realización de una formación con profesores. Concluimos que en la objetivación de la enseñanza del concepto de medida, el proceso de significación es el reflejo del modo de apropiación del desarrollo lógico-histórico de la misma por parte del sujeto y de la compartición de los significados culturales de las medidas, adquiridos en sus prácticas sociales, señalando la necesidad de considerar, en la praxis docente, los sistemas simbólicos extras matemáticos que rigen dichas prácticas en el la cultura de los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this paper, we will discuss the process of the signification of the concept of measurement based on research conducted to investigate the existing relations between the logical-historical development and the mode of appropriation of the concept of measurement based on the Cultural-Historical Theory/Activity Theory and Teaching Guided Activity. The empirical work was conducted with the collaboration of 21 teachers who teach mathematics in public schools. The analyses were based on the results of the following actions: a) Formative Experiment with theoretical and practical studies; investigation of social practices related to measurements in the fields, b) elaboration, execution, and evaluation of didactic experiments performed with elementary school students. We conclude that in the objectivation of the teaching of the concept of measurement, the process of signification reflects the mode of appropriation of its logical-historical development by the subject and depends on the sharing of cultural meanings underlying the measures acquired in the context of particular social practices of different collectivities, pointing to the need to consider, in the teaching praxis. These different mathematical and symbolic systems govern such practices in the cultural environment of the students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Conceito de Medida]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Significação]]></kwd>
<kwd lng="pt"><![CDATA[Lógico-Histórico]]></kwd>
<kwd lng="pt"><![CDATA[Sistemas Simbólicos Sociais]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Concepto de medida]]></kwd>
<kwd lng="es"><![CDATA[Proceso de significación]]></kwd>
<kwd lng="es"><![CDATA[Lógico-Histórico]]></kwd>
<kwd lng="es"><![CDATA[Sistemas simbólicos sociales]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Concept of Measure]]></kwd>
<kwd lng="en"><![CDATA[Meaning Process]]></kwd>
<kwd lng="en"><![CDATA[Logical-Historical]]></kwd>
<kwd lng="en"><![CDATA[Social Symbolic Systems]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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