<?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>S2526-61362025000100105</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n16a06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Laboratório de Educação Matemática da Universidade do Minho, Portugal: uma história que resiste]]></article-title>
<article-title xml:lang="es"><![CDATA[El Laboratorio de Educación Matemática de la Universidad de Minho, Portugal: una historia que resiste]]></article-title>
<article-title xml:lang="en"><![CDATA[The Mathematics Education Laboratory of the University of Minho, Portugal: a resilient history]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Américo Junior Nunes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrita]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palhares]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Petrolina PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o artigo, objetivamos narrar as trajetórias do segundo Laboratório de Educação Matemática instalado no Ensino Superior em Portugal, presente na Universidade do Minho (LEM-Uminho), em Braga. Busca-se, com o artigo, compreender as perspetivas inerentes à sua criação e evolução, perscrutar as práticas formativas que aí tiveram lugar e identificar os desafios que se colocam à sua sustentabilidade. Trata-se de uma investigação narrativa e, para a produção e coleta dos dados, optou-se pela realização de entrevista e por documentos focados nesse Laboratório. A análise revelou que o LEM-UMinho foi estabelecido em 1997 e que a sua criação e trajetória representam um esforço contínuo para promover percursos de formação que se repercutam em práticas educacionais humanizadas da Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el artículo, tenemos el objetivo narrar las trayectorias del segundo Laboratorio de Educación Matemática en la Educación Superior en Portugal, presente en la Universidad de Minho (LEM-Uminho), en Braga. El enfoque particular es comprender las perspectivas inherentes a su creación y evolución, escudriñar las prácticas formativas que tuvieron lugar allí e identificar los desafíos que enfrenta su sostenibilidad. Se trata de una investigación con enfoque narrativo que optó por realizar entrevistas y centrarse en documentos relacionados con este Laboratorio para la recopilación de datos. El análisis reveló que el LEM-Uminho fue establecido en 1997 y que su creación y trayectoria representan un esfuerzo continuo para promover prácticas educativas humanizadas relacionadas con la Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to tell the story of the second Mathematics Education Laboratory set up in Higher Education in Portugal, at the University of Minho (LEM-Uminho) in Braga. The paper seeks to understand the perspectives inherent in its creation and evolution, to scrutinize the training practices that have taken place there and to identify the challenges facing its sustainability. This is a narrative investigation and, in order to produce and collect the data, we opted for interviews and documents focused on the laboratory. The analysis revealed that the LEM-UMinho was established in 1997 and that its creation and trajectory represent a continuous effort to promote training paths that have repercussions on humanized educational practices in Mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Laboratório de Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem da Matemática]]></kwd>
<kwd lng="es"><![CDATA[Laboratorio de Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de Docentes]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y Aprendizaje de la Matemática]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education Laboratory]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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