<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100202</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8224</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trayectoria de formación del profesor de estadística]]></article-title>
<article-title xml:lang="en"><![CDATA[Statistics teacher training trajectory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata-Cardona]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Antioquia Facultad de Educación Departamento de Enseñanza de las Ciencias y las Artes]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</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>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo estudia las características de las trayectorias de formación de los profesores de estadística. Los participantes fueron siete profesores de estadística en ejercicio de la educación obligatoria que enseñaban en instituciones educativas oficiales en una ciudad al noroeste de Colombia. Se llevó a cabo un estudio de naturaleza cualitativa con enfoque interpretativo. Se utilizó la entrevista a profundidad para reconstruir las narrativas autobiográficas de los participantes y entender las trayectorias de formación que los llevaron a convertirse en profesores de estadística. Los resultados revelaron que los profesores tenían una limitada formación estadística y didáctica, que fueron formados en una tradición donde el conocimiento estadístico era estático y alienante, que enseñaban estadística como un requerimiento de su labor, que tenían prácticas de autoaprendizaje para poder enseñar estadística, y que tenían débiles vínculos con asociaciones académicas. Al final se aporta una discusión para pensar la formación de los profesores que enseñan estadística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper studies the training trajectories characteristics of statistics teachers. The participants were seven in-service statistics teachers from compulsory education who taught in public schools in a city in the northwest of Colombia. A study of qualitative nature with an interpretative focus was carried out. In-depth interviews were used to reconstruct the autobiographical narratives of the participants and to understand the training paths that led them to become statistics teachers. The results revealed that the teachers had a limited statistical and didactic training, that they were trained in a tradition where the statistical knowledge was static and alienating, that they taught statistics as a requirement of their teaching position, that they had self-learning practices to be able to teach statistics, and that they had weak links with academic associations. At the end, a discussion is provided to think about the training of teachers who teach statistics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[Entrevista]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Interview]]></kwd>
<kwd lng="en"><![CDATA[Statistics teaching]]></kwd>
</kwd-group>
</article-meta>
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