<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100072</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698190193</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONSTITUIÇÃO IDENTITÁRIA DE PROFESSORES DE MATEMÁTICA NO CONTEXTO DOS MESTRADOS PROFISSIONAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[MATHEMATICS TEACHERS&#8217; IDENTITY DEVELOPMENT IN THE CONTEXT OF PROFESSIONAL MASTER&#8217;S DEGREES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Losano]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[Dario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Na atualidade, os Mestrados Profissionais constituem uma importante possibilidade formativa para os professores. Este trabalho faz parte de uma pesquisa qualitativa em andamento, focalizada nesses espaços formativos, que visa estudar como os Mestrados Profissionais podem contribuir para o desenvolvimento da identidade profissional dos professores. Adotando uma perspectiva sociocultural, utilizaram-se as noções de mundo figurado e de espaço de construção de autoria como ferramentas teóricas para analisar um Mestrado Profissional particular e desenvolver um estudo de caso interpretativo de um professor de matemática, André, egresso desse mestrado. Os resultados revelam que o Mestrado Profissional estudado é um mundo figurado, preocupado em desenvolver aprendizagens docentes centradas na matemática acadêmica. O caso de André mostra algumas das dificuldades vivenciadas pelo docente, quando tenta produzir compreensões sobre ele mesmo como professor de matemática, que articulem os discursos e as vozes vindas do mestrado com aquelas provenientes da sua prática profissional na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Nowadays, Professional Masters&#8217; Degrees are important formative initiatives for teachers. This study reports results from an ongoing qualitative research project aiming at describing how participation in a Professional Master&#8217;s Degree contributes to the development of mathematics teachers&#8217; professional identities. By adopting a socio-cultural perspective, we employed the notions of figured worlds and space of authoring as theoretical tools to analyze a Professional Master&#8217;s Degree and to develop an interpretative case study centered on André, a mathematics teacher who graduated from such program. The results reveal that the degree is a figured world focused mainly on disciplinary academic knowledge. André&#8217;s case reveals the difficulties experienced by the teacher when he tried to produce self-understandings about himself as a mathematics teacher articulating the voices and discourses coming from the master&#8217;s degree with those coming from his teaching practice.The results reveal that the studied professional master is a figurative world, concerned about developing teaching learnings centered in academic mathematics. André&#8217;s case shows some difficulties lived by the teacher when he tried to produce understandings about himself as a math teacher that articulate discourses and voices coming from the master with his own professional practice in school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Mundos figurados]]></kwd>
<kwd lng="pt"><![CDATA[Espaço de construção da autoria]]></kwd>
<kwd lng="pt"><![CDATA[Análise narrativa]]></kwd>
<kwd lng="en"><![CDATA[Professional identity, Mathematics teachers&#8217; education, Figured worlds]]></kwd>
<kwd lng="en"><![CDATA[Space of authoring, Narrative analysis]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[WALSHAW]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics pedagogical change: rethinking identity and reflective practice]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2010</year>
<volume>13</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>487-97</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
