<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000500475</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n5id1115</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;EU ME SENTI ASSIM, NO MEIO DOS PROFESSORES DE GEOGRAFIA E DE PORTUGUÊS, EU ALI PEQUENININHA NO MEIO DOS DOIS, DOIDA PARA APRENDER JUNTO&#8221;: reflexões sobre o desenvolvimento profissional na construção de oficinas de Matemática no contexto da Educação Integral]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;I FELT SO &#8216;SMALL&#8217; WHEN AROUND MY GEOGRAPHY AND PORTUGUESE COLLEGUES, I&#8217; M REALLY &#8216;CRAZY&#8217; TO LEARN WITH THEM&#8221;: reflections on the professional development in the construction of Mathematical workshops in the context of Integral Education]]></article-title>
<article-title xml:lang="es"><![CDATA["ME SENTÍ TAN 'PEQUEÑO' ENTRE LOS PROFESORES DE LA GEOGRAFÍA Y PORTUGUÉS, 'LOCO' QUE APRENDER DE ELLOS": reflexiones sobre el desarrollo profesional en la construcción de talleres de matemáticas en el contexto de la Educación Integral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Luan Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torisu]]></surname>
<given-names><![CDATA[Edmilson Minoru]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bosco]]></surname>
<given-names><![CDATA[Claudia Starling]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Pública Estadual de Ensino de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFOP Departamento de Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFMG Faculdade de Educação Programa de Pós-graduação Mestrado Profissional]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>5</numero>
<fpage>475</fpage>
<lpage>502</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000500475&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000500475&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000500475&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo desvelar indícios de desenvolvimento profissional de uma professora de Matemática, ao longo do processo de elaboração e implementação de oficinas de Matemática voltadas à Educação Integral, em parceira com o pesquisador, a partir das reflexões realizadas pela professora. A pesquisa empírica foi realizada no primeiro semestre de 2017, em uma escola pública do interior de Minas Gerais, Brasil. Os dados foram coletados por meio de observações, anotações em diário de campo e entrevistas com a professora. Os resultados da análise dos dados mostraram possibilidades de mudanças, evidenciadas por: um aumento de seu comprometimento; mudanças nas formas de agir e pensar, sobretudo, naquilo que se refere ao trabalho em parceria, ao papel dos alunos na sala de aula e, muito importante, ao conceito de oficina na Educação Integral; aumento de sua autonomia e de sua confiança para novas propostas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to unveil evidence of professional development of a Mathematics teacher throughout the process of elaboration and implementation of Mathematics workshops directed to the Integral Education in partnership with the researcher, based on the reflections made by the teacher. The empirical research was carried out in the first half of 2017 at a public school in the interior of Minas Gerais, Brazil. Data were collected through observations, field diary notes and interviews with the teacher. The results of the data analysis showed possibilities for changes, evidenced by: an increase in their commitment; changes in the ways of acting and thinking, especially in what refers to work in partnership, the role of students in the classroom and, very important, the concept of workshop in the Integral Education; increase their autonomy and confidence for new proposals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo desvelar indicios de desarrollo profesional de una profesora de Matemáticas a lo largo del proceso de elaboración e implementación de talleres de Matemáticas orientadas a la Educación Integral en asociación con el investigador, a partir de las reflexiones realizadas por la profesora. La investigación empírica fue realizada en el primer semestre de 2017 en una escuela pública del interior de Minas Gerais, Brasil. Los datos fueron recolectados por medio de observaciones, anotaciones en diario de campo y entrevistas con la profesora. Los resultados del análisis de los datos mostraron posibilidades de cambios, evidenciadas por: un aumento de su compromiso; cambios en las formas de actuar y pensar, sobre todo en lo que se refiere al trabajo en asociación, al papel de los alumnos en el aula y, muy importante, al concepto de taller en la Educación Integral; aumento de su autonomía y de su confianza en nuevas propuestas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional do professor de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Oficinas]]></kwd>
<kwd lng="en"><![CDATA[Integral Education]]></kwd>
<kwd lng="en"><![CDATA[Professional Development of the Mathematics teacher]]></kwd>
<kwd lng="en"><![CDATA[Workshops]]></kwd>
<kwd lng="es"><![CDATA[Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional del profesor de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Talleres]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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