<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100115</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O papel e o lugar da didática específica na formação inicial do professor de matemática*]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ROLE AND PLACE OF SPECIFIC DIDACTIS IN THE INITIAL FORMATION OF MATHEMATICS TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PAPEL Y EL LUGAR DE LA DIDÁCTICA ESPECÍFICA EN LA FORMACIÓN INICIAL DEL PROFESOR DE MATEMÁTICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[ANA TERESA DE CARVALHO CORREA DE]]></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 Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></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>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo trazemos para debate questões acerca da formação inicial de professores de matemática valendo-nos de uma pesquisa que objetivou conhecer, analisar, interpretar e descrever o pensamento, os saberes e as práticas que vêm sendo mobilizados, produzidos e desenvolvidos pelos formadores de professores que atuam na disciplina de didática especial de matemática em cursos de licenciatura em matemática. Visamos interpretar, analisar e compreender a natureza do conhecimento que tem sido privilegiado na(s) disciplina(s), sua importância e relação com a prática de ensinar e aprender matemática nas escolas. Entrevistamos dez formadores atuantes nessa disciplina. Priorizamos no texto o que conhecemos de suas práticas formativas, do seu pensamento acerca da importância da disciplina didática especial, destacando as (in)diferenciações entre as disciplinas didático-pedagógicas; seu lugar curricular no curso; as concepções e práticas formativas privilegiadas na disciplina e no curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents some issues to the debate on the initial education of Mathematics teachers, derived from a research that aimed at knowing, analyzing, interpreting and describing the thought, the knowledge and the practice that have been being mobilized, produced and developed by teacher educators who teach Special Didactics of Mathematics in teacher education courses of Mathematics. We intend to analyze and understand the nature of the knowledge that has prevailed in that subject, its importance and relation to the practice of teaching and learning Mathematics in school settings. We interviewed ten teacher educators in this subject. This article prioritizes the debate about their formative practice, their ideas about the importance of the Special Didactics and highlights, above all, the (in)difference among the didactic-pedagogical subjects, their place in the course curriculum, the conceptions and formative practice which prevail in the subject and in the course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, aportamos cuestiones acerca de la formación inicial de profesores de matemáticas, entresacadas de una investigación cuyo objetivo era conocer, analizar, interpretar y describir el pensamiento, los saberes y las prácticas que los formadores que actúan en la asignatura Didáctica Especial de Matemáticas, en programas de profesorado, vienen movilizando, produciendo y desarrollando. Hemos buscado comprender la naturaleza del conocimiento que ha sido privilegiado en tal asignatura, su importancia y su relación con la práctica de enseñar y aprender matemáticas en las escuelas. Les hemos entrevistado a diez formadores de docentes. El recorte hecho para el artículo ha priorizado el debate acerca de sus prácticas formativas, de su pensamiento respecto a la importancia de la didáctica especial, señalándose, las (in)diferenciaciones entre las disciplinas didáctico-pedagógicas, su lugar curricular en la carrera, las concepciones y prácticas formativas privilegiadas en la asignatura y en el curso de profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[didática especial]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em matemática]]></kwd>
<kwd lng="en"><![CDATA[special didactics]]></kwd>
<kwd lng="en"><![CDATA[preservice teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher education in mathematics]]></kwd>
<kwd lng="es"><![CDATA[didáctica especial]]></kwd>
<kwd lng="es"><![CDATA[formación inicial]]></kwd>
<kwd lng="es"><![CDATA[profesorado de matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bridging practices: intertwining content and pedagogy in teaching and learning to teach]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2000</year>
<volume>51</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>241-7</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[AACTE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cochran-Smith]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lytle]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationships of knowledge and practice: teacher learning in communities]]></article-title>
<source><![CDATA[Review of Research in Education]]></source>
<year>1999</year>
<numero>24</numero>
<issue>24</issue>
<page-range>249-305</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[AERA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cochran-Smith]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lytle]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Inquiry as stance: practitioner research for the next generation]]></source>
<year>2009</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Teachers College Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[V. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologia do ensino de matemática: história, currículo e formação de professores]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[A investigação em educação matemática sob a perspectiva dos formadores de professores]]></source>
<year>2004</year>
<conf-name><![CDATA[ Seminário de Investigação em Educação Matemática, 15]]></conf-name>
<conf-date>2004</conf-date>
<conf-loc>Covilhã, Portugal </conf-loc>
<page-range>13-35</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[APM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação matemática e didático-pedagógica nas disciplinas da licenciatura em matemática]]></article-title>
<source><![CDATA[Revista de Educação PUC-Campinas]]></source>
<year>2005</year>
<numero>18</numero>
<issue>18</issue>
<page-range>107-15</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[PUC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[A. T. C. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O lugar das matemáticas na licenciatura em matemática: que matemáticas e que práticas formativas?]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2013</year>
<volume>27</volume>
<numero>47</numero>
<issue>47</issue>
<page-range>917-38</page-range><publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
<publisher-name><![CDATA[UNESP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gatti]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de professores e carreira: problemas e movimentos de renovação]]></source>
<year>2000</year>
<edition>2</edition>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Korthagen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Kessels]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linking theory and practice: changing the pedagogy of teacher education]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1999</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>4-17</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[AERA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lins]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação pedagógica em disciplinas de conteúdo matemático nas licenciaturas em matemática]]></article-title>
<source><![CDATA[Revista de Educação PUC-Campinas]]></source>
<year>2005</year>
<numero>18</numero>
<issue>18</issue>
<page-range>117-23</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[PUC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Minayo]]></surname>
<given-names><![CDATA[M. C. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pesquisa social. Teoria, método e criatividade]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[P. L. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Didática]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[IBPEX]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[P. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[3+1 e suas (in)variantes (Reflexões sobre as possibilidades de uma nova estrutura curricular na licenciatura em matemática)]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2012</year>
<volume>26</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>1.137-50</page-range><publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
<publisher-name><![CDATA[UNESP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[A. T. C. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O estágio supervisionado de matemática como processo de investigação e de aprendizagem da docência: o Caso de Cristina]]></article-title>
<source><![CDATA[Perspectivas da Educação Matemática]]></source>
<year>2011</year>
<volume>4</volume>
<page-range>97-110</page-range><publisher-loc><![CDATA[Campo Grande ]]></publisher-loc>
<publisher-name><![CDATA[UFMS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pimenta]]></surname>
<given-names><![CDATA[S. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[C. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revendo o ensino de 2º grau - propondo a formação de professores]]></source>
<year>1990</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Those who understand: knowledge growth in teaching]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1986</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[AERA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and teaching: foundations of the new reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-22</page-range><publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[Harvard Education Publishing Group]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tardif]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lessard]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lahaye]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os professores face ao saber: esboço de uma problemática do saber docente]]></article-title>
<source><![CDATA[Teoria e Educação]]></source>
<year>1991</year>
<numero>4</numero>
<issue>4</issue>
<page-range>215-33</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Pannônica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tardif]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Saberes docentes e formação profissional]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tom]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Redesigning teacher education]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Albany ]]></publisher-loc>
<publisher-name><![CDATA[SUNY Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[D. C. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[P. L. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[As disciplinas de didática nos cursos de licenciatura]]></source>
<year>2009</year>
<conf-name><![CDATA[ Congresso Nacional de Educação/Encontro Sul Brasileiro de Psicopedagogia, 9/3]]></conf-name>
<conf-date>2009</conf-date>
<conf-loc>Curitiba </conf-loc>
<page-range>11.303-11</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[PUC-PR]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zeichner]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Tradução de Marcelo de Andrade Pereira]]></article-title>
<source><![CDATA[Educação]]></source>
<year>2010</year>
<volume>35</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>479-504</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
<publisher-name><![CDATA[UFSM]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
