<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142012000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexos da formação inicial de formadores em matemática: o que mudou?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fermino]]></surname>
<given-names><![CDATA[Phelipe Pires]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucion]]></surname>
<given-names><![CDATA[Cibele da Silva]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frota]]></surname>
<given-names><![CDATA[Paulo Rômulo de Oliveira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[SC ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>02</numero>
<fpage>217</fpage>
<lpage>226</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142012000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142012000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142012000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A presente pesquisa está vinculada ao GP - Produção do conhecimento no paradigma histórico-cultural. É resultante de um estudo de caso, com abordagem qualitativa, contendo como amostra quatro docentes do curso de licenciatura em Matemática, sendo dois pertencentes ao quadro de professores da Universidade do Sul de Santa Catarina - Tubarão - SC e dois da Universidade do Extremo Sul Catarinense - Criciúma - SC. O objetivo geral constituiu-se em analisar a função destes profissionais na formação do futuro professor de Matemática, diante das situações existentes no cotidiano escolar. Por meio da análise de conteúdo, observou-se que os entrevistados apontam que inicialmente compartilhavam das mesmas concepções de seus professores da graduação, ou seja, filiando-se às tendências formalistas com interfaces na tecnicista. Porém, segundo suas falas, há indícios que as opções teórico-metodológicas dos formadores, atualmente, se aproximam das tendências empírico-ativista, construtivista e histórico-cultural. O trabalho sugere que as modificações no olhar frente ao processo de ensino e aprendizagem e as opções metodológicas ocorreram pela disposição dos formadores de buscar subsídios teóricos e práticos nas oportunidades de formação continuada que vivenciaram depois da graduação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This research is linked to the research group Production of Knowledge in the cultural-historical paradigm. It is the result of a case study with a qualitative approach, with a sample of four teachers with degrees in mathematics, two belonging to the teaching staff of the Universidade do Sul de Santa Catarina - Tubarão - SC and two from the Universidade do Extremo Sul Catarinense - Criciuma - SC. The main objective was to analyze the function of these professionals in the education of future teachers of mathematics, using day-to-day situations in the classrooms. Through analysis of content, the research showed that the respondents indicate that they initially shared the same views as their undergraduate teachers, or by joining the formal tendencies with technical interface. However, according to their discourse, there is evidence that the theoretical and methodological options taken by the teachers are getting closer to empirical-activist, constructivist, historical and cultural tendencies. The research suggests that changes in the way they look at the process of teaching and learning, and methodological options were due to the teachers’ desire to seek theoretical and practical training opportunities for professional development after graduation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formadores]]></kwd>
<kwd lng="pt"><![CDATA[Professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Concepções de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teachers of Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teaching Concepts]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Reflexos da forma&ccedil;&atilde;o inicial  de formadores em matem&aacute;tica: o que mudou?</h2> <h3>Reflections of the initial training of trainers in mathematics: what  changed?</h3>     <p>&nbsp;</p> <h4>Phelipe Pires Fermino, Cibele  da Silva Lucion, Paulo R&ocirc;mulo de Oliveira Frota    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[Demerval]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores: aspectos históricos e teóricos do problema no contexto brasileiro.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>abr.</year>
<month> 2</month>
<day>00</day>
<numero>40</numero>
<issue>40</issue>
<page-range>143-155</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
