<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000300209</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i42.6636</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTERAÇÕES DISCURSIVAS SOBRE A CONTEXTUALIZAÇÃO MATEMÁTICA NA EDUCAÇÃO DE JOVENS E ADULTOS]]></article-title>
<article-title xml:lang="en"><![CDATA[DISCURSIVE INTERACTIONS ON MATHEMATICAL CONTEXT IN YOUTH AND ADULT EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERACCIONES DISCURSIVAS SOBRE EL CONTEXTO MATEMÁTICO EN LA EDUCACIÓN DE JÓVENES Y ADULTOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Neomar Lacerda da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Andréia Maria Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maknamara]]></surname>
<given-names><![CDATA[Marlécio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>42</numero>
<fpage>535</fpage>
<lpage>559</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo objetivou problematizar o discurso da contextualização matemática e sua relação com práticas discursivas mobilizadas pelos sujeitos curriculares da Educação de Jovens e Adultos (EJA). Para tanto, usamos informações secundárias produzidas por meio de entrevistas com estudantes e professores/as que ensinam matemática nessa modalidade de ensino. Em diálogo com autores (as) do campo da Educação Matemática, operamos com ferramentas teórico-analíticas como discurso e poder-saber na perspectiva pós-crítica de estudos curriculares, sobretudo aqueles que se inspiram nas contribuições de Michel Foucault e colaboradores, para assumir as práticas de numeramento enquanto discursivas, portanto, produtoras de verdades acerca do Ensino de Matemática. A análise sugere que práticas de numeramento que têm lugar na EJA encontram-se atravessadas por relações de poder-saber, que estabelecem, compreendem e produzem discursos como o da contextualização matemática, engendrados no mecanismo da aplicabilidade, para instituir regimes de verdade que naturalizam a hegemonia da matemática formal (acadêmica e escolar) e o discurso da contextualização, e de como os sujeitos curriculares da EJA são capturados por esse discurso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of the article was to problematize the discourse of mathematical contextualization and its relation with discursive practices mobilized by the subjects of Youth and Adult Education. For that, we used secondary information produced through interviews with students and teachers who teach mathematics in this teaching modality. In dialogue with authors from the field of Mathematics Education, we operate with theoretical-analytical tools such as discourse and power-knowledge in the post-critical perspective of curricular studies, especially those inspired by the contributions of Michel Foucault and collaborators, to assume numeracy practices as discursive, therefore, producing truths about the Teaching of Mathematics. The analysis suggests that numeracy practices that take place in Youth and Adult Education are crossed by relations of power-knowledge, which establish, understand and produce discourses such as that of mathematical contextualization, engendered in the mechanism of applicability, to institute regimes of truth that naturalize the hegemony of formal mathematics (academic and school) and the discourse of contextualization, and of how the subjects of Youth and Adult Education are captured by this discourse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo tuvo como objetivo problematizar el discurso de la contextualización matemática y su relación con las prácticas discursivas movilizadas por las asignaturas curriculares de la educación de jóvenes y adultos. Para eso, utilizamos información secundaria producida a través de entrevistas con estudiantes y maestros que enseñan matemáticas en esta modalidad de enseñanza. En diálogo con autores del campo de la Educación Matemática, operamos con herramientas teórico-analíticas como el discurso y el conocimiento del poder en la perspectiva poscrítica de los estudios curriculares, especialmente aquellos inspirados en las contribuciones de Michel Foucault y colaboradores, para asumir las prácticas de numeración como discursivas, por lo tanto, producir verdades sobre la Enseñanza de las Matemáticas. El análisis sugiere que las prácticas de numeración que tienen lugar en la educación de jóvenes y adultos están cruzadas por relaciones de poder-conocimiento, que establecen, comprenden y producen discursos como el de la contextualización matemática, engendrados en el mecanismo de aplicabilidad, para instituir regímenes de verdad que establece la hegemonía de las matemáticas formales (académicas y escolares) y el discurso de contextualización, y cómo las materias de Educación de Jóvenes y Adultos son capturadas por este discurso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Contextualização matemática]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de numeramento]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Mathematical contextualization]]></kwd>
<kwd lng="en"><![CDATA[Numeracy practices.]]></kwd>
<kwd lng="es"><![CDATA[Contextualización matemática]]></kwd>
<kwd lng="es"><![CDATA[Discurso]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de numeración]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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