<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro. UNOESC]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592012000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que dizem os pais sobre o ensino e a aprendizagem de matemática em escolas rurais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Carlos Eduardo Ferreira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Fatima Maria Leite]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Iane Maria]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>37</volume>
<numero>01</numero>
<fpage>23</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592012000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta parte dos resultados de uma pesquisa que focou a perspectiva dos pais sobre o ensino e a aprendizagem de Matemática nos anos iniciais do Ensino Fundamental em escolas rurais do Agreste de Pernambuco. O estudo se insere no debate sobre a reconceptualização do que se compreende como rural, cujos estereótipos que ainda persistem estão associados a um lugar atrasado, de pessoas ignorantes e com dificuldades financeiras, a despeito das mudanças que ocorreram em diversas áreas rurais do Brasil. O texto discute dados da pesquisa relacionados a entrevistas com pais e/ou responsáveis por alunos de duas escolas municipais. A apresentação das análises dos dados é permeada por extratos das falas dos participantes, os quais expressaram as compreensões que têm dos recursos vinculados à Matemática escolar e seus usos em situações cotidianas. As análises sugerem ambivalências nas falas dos participantes; por um lado, os pais consideraram as aprendizagens, a partir de uma variedade de recursos materiais, humanos e culturais, e, por outro, prevaleceram concepções tradicionais do que sejam o ensino e a aprendizagem de Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents some results of a study that focused on the parents’ perspective on teaching and learning of mathematics in the early years of Primary Education in rural of Pernambuco, Brazil. The study is related to the debate on the reconceptualization of what is understood as rural, whose stereotypes that still persist are associated with a backward place where live ignorant people with financial difficulties, despite the changes that have occurred in several rural areas of Brazil. The paper discusses research data relating to interviews with parents and/or guardians of students from two municipal state schools. Analyses of the data are illustrated by extracts from interviews with participants, which expressed the understandings that have the resources linked to school mathematics and its uses in everyday situations. The analysis suggests ambivalence in participants’ speeches. On the one hand, parents consider learning from a variety of material, human and cultural resources, on the other hand, the prevailing traditional views that are teaching and learning of mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Rurais]]></kwd>
<kwd lng="pt"><![CDATA[Relações Família e Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Relationship Family-School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O que  dizem os pais sobre o ensino e a aprendizagem de matem&aacute;tica em escolas rurais.</h2> <h3>What parents say about teaching and learning of  mathematics in rural schools.</h3>     <p>&nbsp;</p> <h4>Carlos  Eduardo Ferreira Monteiro, Fatima Maria Leite Cruz, Iane Maria Alves    <br> </h4> </font>      ]]></body><back>
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