<?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>S0102-46982023000100193</article-id>
<article-id pub-id-type="doi">10.1590/0102-469841545</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NARRATIVAS DE LICENCIANDOS EM PEDAGOGIA SOBRE A MATEMÁTICA ESCOLAR E O DESAFIO DO FORMADOR]]></article-title>
<article-title xml:lang="es"><![CDATA[NARRATIVAS DE ESTUDIANTES EN PEDAGOGÍA SOBRE MATEMÁTICAS ESCOLARES Y EL DESAFÍO DEL FORMADOR]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGY STUDENTS&#8217; NARRATIVES ABOUT SCHOOL MATHEMATICS AND THE EDUCATOR CHALLENGE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[JÓNATA FERREIRA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NACARATO]]></surname>
<given-names><![CDATA[ADAIR MENDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[Imperatriz MA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O texto é resultado de uma pesquisa-formação, no âmbito do grupo de pesquisa Hifopem, tendo os estudos biográficos como referencial teórico-metodológico. O objetivo do artigo é analisar como os futuros docentes se apropriaram/apropriam de conceitos matemáticos ao longo de sua trajetória escolar e acadêmica, e como suas representações relacionadas à matemática escolar e a seu ensino podem influenciar a elaboração de novas representações. Os dados foram produzidos por memorial de formação, narrativas pedagógicas e transcrição das reuniões do grupo de discussão-reflexão. Realizou-se uma análise narrativa com esses dados. A pesquisa revelou indícios de que os estudantes se apropriaram/se apropriam de conceitos matemáticos, em muitos casos, de maneira sofrida. O castigo e/ou o sentimento de impotência são os mais visíveis, criando representações de uma matemática escolar gélida, de difícil acesso, que poucos poderiam aprender e que trata unicamente de cálculos. Os estudantes se distanciaram da Matemática e acreditam que não conseguem ensiná-la. As pistas deixadas pelos licenciandos revelaram o tamanho do desafio que os formadores precisam enfrentar: provocar neles a tomada de consciência dos obstáculos advindos de sua formação matemática escolar para que as dificuldades sejam objeto de reflexão, superação e (re)significação durante sua formação acadêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El texto es resultado de una investigación-formación, en el ámbito del grupo de investigación Hifopem, con estudios biográficos como referente teórico-metodológico. El objetivo del artículo es analizar cómo los futuros docentes se han apropiado/apropiado de conceptos matemáticos a lo largo de su trayectoria escolar y académica, y cómo sus representaciones relacionadas con las matemáticas escolares y su enseñanza pueden influir en la elaboración de nuevas representaciones. Los datos fueron producidos por memorial de entrenamiento, narrativas pedagógicas y transcripción de los encuentros de los grupos de discusión-reflexión. Con estos datos se realizó un análisis narrativo. La investigación reveló evidencias de que los estudiantes se apropiaron/se apropiaron de conceptos matemáticos, en muchos casos, de forma dolorosa. El castigo y/o el sentimiento de impotencia son los más visibles, creando representaciones de una matemática escolar fría, de difícil acceso, que pocos pueden aprender y que sólo se ocupa de cálculos. Los estudiantes se distanciaron de las Matemáticas y creen que no pueden enseñarlas. Las pistas dejadas por los estudiantes revelaron la magnitud del desafío que deben afrontar los formadores: sensibilizarlos sobre los obstáculos derivados de su formación matemática escolar para que las dificultades sean objeto de reflexión, superación y (re)significación durante su entrenamiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article presents parts of a research that aims to analyze how future teachers have learned mathematical concepts throughout their school and academic trajectory and how their representations related to school mathematics and its teaching can influence the elaboration of new representations. The text is the result of research-teacher education carried out by Hifopem research group, which used the biographical studies as the theoretical-methodological reference. Data were produced using memorials regarding education, pedagogical narratives, and transcription of the discussion-reflection group meetings. A narrative analysis was performed with these data. The research revealed evidence that students have often learned mathematical concepts painfully. Punishment and/or the feeling of impotence are the most visible and create representations of cold school mathematics, which is difficult to access, can only be learned by a few people, and only deals with calculations. Students have distanced themselves from Mathematics and believe they are not capable of teaching it. The clues given by the undergraduates have revealed the size of the challenge faced by educators: to make them aware of the obstacles arising from their school mathematics education to make these difficulties object of reflection, to be overcome and (re)signified during their academic education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[disciplina matemática escolar]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa-formação]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[curso de pedagogia]]></kwd>
<kwd lng="es"><![CDATA[asignatura matemática escolar]]></kwd>
<kwd lng="es"><![CDATA[investigación-formación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[curso de pedagogía]]></kwd>
<kwd lng="en"><![CDATA[school mathematics discipline]]></kwd>
<kwd lng="en"><![CDATA[research-teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[pedagogy course]]></kwd>
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</article-meta>
</front><back>
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