<?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>S1516-73132022000100250</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220052</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada e suas contribuições para as práticas matemáticas no âmbito da Educação no Campo]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education and its contributions to mathematical practices in the field of Rural Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasquez]]></surname>
<given-names><![CDATA[Alícia Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bacury]]></surname>
<given-names><![CDATA[Gerson Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100250&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta compreensões relacionadas às práticas matemáticas de professores, por meio da formação continuada, em Escolas no Campo. Para a reflexão acerca dessa temática, tomamos como base norteadora as discussões advindas do Grupo de Estudos e Pesquisas de Práticas Investigativas em Educação Matemática (GEPIMat). Nessa direção questionamos: quais fatores motivam e contribuem para os processos com as práticas matemáticas de professores que atuam no contexto da Educação do Campo? Objetivamos descrever os percursos iniciais de constituição dos professores que atuam no contexto da Educação do Campo com práticas matemáticas. Trata-se de uma pesquisa qualitativa realizada com duas professoras de Escolas do Campo em Manaus, no estado do Amazonas, Brasil. Quanto ao percurso metodológico, utilizamos como instrumentos de recolha e de análise de dados, observações, anotações, gravações e o uso dos percursos formativos. Os resultados destacaram que a formação continuada corrobora para uma reflexão para as práticas matemáticas futuras de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents thinking related to the mathematical practices of teachers, through continuing education, in Rural Schools. For the reflection on this theme, we take as a guiding basis the discussions arising from the Group of Studies and Research of Investigative Practices in Mathematics Education (GEPIMat). In this direction, we ask: which factors motivate and contribute to the processes concerning mathematical practices of teachers who work in the context of Rural Education? Our aim is to the initial paths in the making of teachers who work in the context of Rural Education with mathematical practices. It is a qualitative inquiry, a Case Study, carried out with two teachers from schools in Manaus, Amazonas, Brazil. As for methods, we used the following instruments of collection and analysis: observations, notes, recordings, and the use of training paths. The results highlighted that continuing education supports a reflection on the future mathematical practices of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada do professor]]></kwd>
<kwd lng="pt"><![CDATA[Educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação no campo]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
</kwd-group>
</article-meta>
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