<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132021000100205</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320210006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Ótica do Professor Formador sobre a Integração das Tecnologias à Licenciatura em Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The Perspective of the Teacher Educator on the Integration of Technologies with Mathematics Licensure]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Elivelton Serafim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Silvanio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[Campina Grande PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132021000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132021000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132021000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Mediante pesquisa qualitativa, analisamos a percepção de professores formadores ligados ao campo da educação matemática a respeito da integração das tecnologias digitais como uma ferramenta pedagógica na licenciatura em matemática. Os dados foram construídos por meio de entrevistas feitas com seis professores formadores de diferentes Estados brasileiros. Para análise dos dados utilizamos o Discurso do Sujeito Coletivo. Dos resultados obtidos, os professores formadores defendem que durante a formação inicial do professor de matemática seja inserida a maior quantidade possível de ferramentas tecnológicas. Inferem que, na organização da disciplina, constem momentos de estudos teóricos a respeito do uso didático das tecnologias na escola básica, assim como o desenvolvimento de atividades práticas utilizando as ferramentas tecnológicas. Conclui-se que a organização da prática dos formadores entrevistados aponta para o estudo teórico como algo indispensável, porém, deve ser destinado mais tempo para o desenvolvimento de atividades práticas que integrem docência e novas tecnologias digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Through qualitative research, we analyzed the perception of educators of mathematics teachers regarding the integration of digital technologies as a pedagogical tool with licensure in mathematics. The data were gathered through interviews with six teacher educators from different Brazilian states. The Discourse of the Collective Subject was used for data analysis. According to the results obtained, the teacher educators argue that during the pre-service education of mathematics teachers, as many technological tools as possible should be introduced. They infer that, in the organization of curricular components, there should be moments for theoretical studies about the didactic use of technologies in basic education, as well as the development of practical activities using technological tools. The conclusion is that the practical experience of the interviewed teacher educators points to theoretical study as something indispensable; however, more time should be devoted to the development of practical activities that integrate teaching and new digital technologies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Informática e educação]]></kwd>
<kwd lng="pt"><![CDATA[Discurso do sujeito coletivo]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Pre-service teacher education]]></kwd>
<kwd lng="en"><![CDATA[Informatics and education]]></kwd>
<kwd lng="en"><![CDATA[Collective subject discourse]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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