<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822022000300369</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v27i61.1672</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O exercício da docência para ensinar matemática: o &#8220;mesmo do mesmo&#8221; e o &#8220;imperativo da falta&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[The exercise of teaching in mathematics education: the &#8220;same old same old&#8221; and the &#8220;imperative of deficit&#8221;]]></article-title>
<article-title xml:lang="es"><![CDATA[El ejercicio didáctico para enseñar matemáticas: lo &#8220;mismo de lo mismo&#8221; y el &#8220;imperativo de carencia&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boff]]></surname>
<given-names><![CDATA[Daiane Scopel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozzobon]]></surname>
<given-names><![CDATA[Marta Cristina Cezar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Cláudio José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas (UFPEL)  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Santa Cruz do Sul (UNISC)  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>61</numero>
<fpage>369</fpage>
<lpage>389</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822022000300369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822022000300369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822022000300369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo trata da(s) docência(s) de professores que ensinam Matemática nos anos finais do Ensino Fundamental. A reflexão apresentada emerge de uma pesquisa que investigou: o que dizem os professores que ensinam Matemática em tempos de pandemia sobre a docência nos anos finais do Ensino Fundamental? e de que forma esses ditos provocam outros modos de pensar a docência? O material de pesquisa foi gerado por meio de questionário on-line pensado para entender o exercício docente em tempos pandêmicos e não pandêmicos. A analítica empreendida mostra que as docências em tempos de pandemia, sobretudo no ensino remoto, tendem a reproduzir o mesmo modo ritualizado do ensino presencial e a potencializar o que nomeamos de &#8220;imperativo da falta&#8221;: falta de interesse, de participação, de compreensão da linguagem matemática, de acesso à Internet. A partir disso, destaca-se a importância do tempo para o exercício do pensamento e para a produção de experiências que toquem e transformem a vida, de modo que o ser-fazer da docência seja compreendido também como uma potência humanizadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article deals with the teaching practice(s) of teachers who teach Mathematics in the final years of Elementary School. The reflection presented emerges from research that investigated: what teachers who teach Mathematics say in times of pandemics about teaching in the final years of Elementary School? and how do these sayings provoke other ways of thinking about teaching? The research material was generated through an online questionnaire designed to understand the teaching practice in pandemic and non-pandemic times. The analysis undertaken shows that teaching in times of pandemics, especially in remote education, tends to reproduce the same ritualized mode of classroom teaching and to enhance what we call the &#8220;imperative of deficit&#8221;: deficit of interest, of participation, of understanding of mathematical language and of Internet access. From this, the importance of time for the exercise of thought and for the production of experiences that touch and transform life is highlighted, so that the being-doing of teaching is also understood as a humanizing power.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo reflete sobre la(s) docencias(s) de los profesores que enseñan Matemáticas en los últimos años de la Enseñanza Fundamental. El estudio que se presenta surge de una investigación que buscó posibles respuestas para las preguntas: ¿qué dicen los docentes que enseñan Matemáticas en tiempos de pandemia sobre la enseñanza en los últimos años de la Enseñanza Fundamental? Y ¿cómo estos dichos provocan otras formas de pensar la enseñanza? El material de investigación se generó a través de un cuestionario en línea diseñado para comprender la práctica docente en tiempos de pandemia y no pandemia. El análisis realizado muestra que la enseñanza en tiempos de pandemia, especialmente en la enseñanza a distancia, tiende a reproducir la misma forma ritualizada de la enseñanza presencial y a potenciar lo que llamamos el &#8220;imperativo de falta&#8221;: falta de interés, de participación, de comprensión de lenguaje matemático, de acceso a Internet. A partir de ahí, se destaca la importancia del tiempo para el ejercicio del pensamiento y para la producción de experiencias que toquen y transformen la vida, de modo que el ser-hacer del enseñar sea entendido también como potencia humanizadora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[professores que ensinam Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[teachers who teach Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="es"><![CDATA[profesores que enseñan Matemática]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Fundamental]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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