<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362022000100105</article-id>
<article-id pub-id-type="doi">10.46551/emd.v6n12a06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores/as que ensinam Matemática e o trabalho docente remoto: a experiência do presente e o olhar para o futuro]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers who teach Mathematics and the remote teaching work: the present experience and the look to the future]]></article-title>
<article-title xml:lang="es"><![CDATA[Profesores que enseñan Matemáticas y el trabajo docente a distancia: la experiencia del presente y la mirada al futuro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Cristina de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Weberson Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fraz]]></surname>
<given-names><![CDATA[Joeanne Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Geraldo Eustáquio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[ Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[ Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Investigamos o que representa/significa o ensino remoto para os/as professores/as que ensinam Matemática no Distrito Federal (DF). O estudo qualitativo, de cunho exploratório, teve como participantes 42 professores/as que atuam em escolas públicas do DF. Os dados foram coletados por meio de um questionário aberto cujas respostas foram submetidas à análise de conteúdo. Os resultados mostraram que a maior parte dos/as professores/as lidou com dedicação e empenho no ensino remoto, acreditam que este é um momento de possibilidades de ressignificação e mudanças do/no processo de ensino-aprendizagem e reconhecem limitações no atendimento aos estudantes, na mesma proporção em que reconhecem, também, as potencialidades do uso de recursos tecnológicos para o ensino da Matemática, além de uma pequena parcela que se mostrou menos confiante sobre as possíveis contribuições que o ensino remoto pode oferecer quanto ao uso de tais recursos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We investigate what remote teaching represents/signifies for teachers who teach Mathematics in the Federal District (DF). The qualitative exploratory study had as participants 42 teachers who work in public schools in the Federal District. The data were collected through an open-ended questionnaire whose answers were submitted to content analysis. The results showed that most of the teachers are dealing with dedication and commitment in remote teaching, they believe that this is a moment of possibilities of re-signification and changes in the teaching-learning process and recognize limitations in the care of students, in the same proportion in which they also recognize the potential of the use of technological resources for the teaching of Mathematics, besides a small portion that was less confident about the possible contributions that remote teaching can offer regarding the use of such resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se investiga lo que representa/significa la enseñanza a distancia para los profesores que enseñan Matemáticas en el Distrito Federal (DF). El estudio cualitativo de carácter exploratorio tuvo como participantes a 42 profesores que trabajan en escuelas públicas del DF. Los datos se recogieron mediante un cuestionario abierto cuyas respuestas se sometieron a un análisis de contenido. Los resultados mostraron que la mayoría de los profesores se ocupan con dedicación y compromiso en la enseñanza a distancia, creen que es un momento de posibilidades de resignificación y cambios en el proceso de enseñanza-aprendizaje y reconocen limitaciones en la asistencia de los alumnos, en la misma proporción en que también reconocen las potencialidades del uso de recursos tecnológicos para la enseñanza de las Matemáticas, además de una pequeña porción que se mostró menos confiada en los posibles aportes que la enseñanza a distancia puede ofrecer en cuanto al uso de dichos recursos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Remoto]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia.]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Remote Work]]></kwd>
<kwd lng="en"><![CDATA[Pandemic.]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Trabajo a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Pandemia.]]></kwd>
</kwd-group>
</article-meta>
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