<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000300111</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n66.23656</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TEMAS CONTEMPORÂNEOS TRANSVERSAIS EM UMA PERSPECTIVA CRÍTICA: PROFESSORES EM PROCESSO DE EMPOWERMENT]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTEMPORARY TRANSVERSAL THEMES FROM A CRITICAL PERSPECTIVE: TEACHERS IN THE PROCESS OF EMPOWERMENT]]></article-title>
<article-title xml:lang="es"><![CDATA[TEMAS TRANSVERSALES CONTEMPORÁNEOS DESDE UNA PERSPECTIVA CRÍTICA: DOCENTES EN PROCESO DE EMPODERAMIENTO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adriane Lorrane Feitosa Campos dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torisu]]></surname>
<given-names><![CDATA[Edmilson Minoru]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000300111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo investigar de que forma a exploração de temas transversais por um grupo de professores(as), em uma perspectiva crítica, pode contribuir para o empowerment de cada um(a) dos(as) participantes. O conceito de empowerment é tomado da trama teórica que compõe a Educação Matemática Crítica e suas interseções com a pedagogia de Paulo Freire. Os seis participantes do estudo são professores e professoras de Matemática das redes pública e privada do Estado do Rio de Janeiro. Nos sete encontros, que ocorreram de forma remota por causa do isolamento social imposto pela pandemia de covid-19, os participantes discutiram acerca dos temas transversais e refletiram sobre algumas possibilidades de exploração deles em aulas de Matemática. Como resultado, questões de Matemática foram elaboradas, de forma coletiva, tendo os temas transversais como pano de fundo. Os dados foram coletados por meio de gravações em áudio, vídeo e questionário. A análise se baseou em uma forma adaptada do trabalho com temas geradores, destacando os momentos de investigação, tematização e problematização. Ela revelou que os professores, ao longo dos encontros, passaram de uma consciência ingênua a uma consciência crítica, no que se refere ao uso de temas transversais em aula de Matemática, como caminho para o empowerment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to investigate how the exploration of transversal tThemes by a group of teachers, in a critical perspective, can contribute to the empowerment of each one of the participants. The concept of empowerment is taken from the theoretical framework that makes up Critical Mathematics Education and its intersections with Paulo Freire's pedagogy. The six study participants are Mathematics teachers from public and private schools in the State of Rio de Janeiro. In the seven meetings, which took place remotely due to the social isolation imposed by the covid-19 pandemic, the participants discussed cross-cutting themes and reflected on some possibilities for exploring them in Mathematics classes. As a result, mathematics questions were collectively elaborated, having the cross-cutting themes as a background. Data were collected through audio and video recordings and a questionnaire. The analysis was based on an adapted way of working with generative themes, highlighting the moments of investigation, thematization and problematization. She revealed that the teachers, throughout the meetings, went from a naive conscience to a critical conscience, with regard to the use of cross-cutting themes in mathematics classes, as a path to empowerment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo investigar cómo la exploración de temas transversales por parte de un grupo de docentes, en una perspectiva crítica, puede contribuir al empoderamiento de cada uno de los participantes. El concepto de empoderamiento se toma del marco teórico que conforma la Educación Matemática Crítica y sus intersecciones con la pedagogía de Paulo Freire. Los seis participantes del estudio son profesores de Matemáticas de escuelas públicas y privadas del Estado de Río de Janeiro. En los siete encuentros, que se realizaron de manera remota debido al aislamiento social impuesto por la pandemia del covid-19, los participantes discutieron temas transversales y reflexionaron sobre algunas posibilidades para explorarlos en las clases de Matemáticas. Como resultado, las preguntas de matemáticas fueron elaboradas colectivamente, teniendo como trasfondo los temas transversales. Los datos fueron recolectados a través de grabaciones de audio y video y un cuestionario. El análisis se basó en una forma adaptada de trabajar con temas generativos, destacando los momentos de investigación, tematización y problematización. Reveló que los docentes, en el transcurso de los encuentros, pasaron de una conciencia ingenua a una conciencia crítica, en cuanto al uso de temas transversales en las clases de matemáticas, como camino de empoderamiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[consciência crítica]]></kwd>
<kwd lng="pt"><![CDATA[empowerment]]></kwd>
<kwd lng="pt"><![CDATA[temas transversais.]]></kwd>
<kwd lng="en"><![CDATA[critical consciousness]]></kwd>
<kwd lng="en"><![CDATA[empowerment]]></kwd>
<kwd lng="en"><![CDATA[transverse themes.]]></kwd>
<kwd lng="es"><![CDATA[conciencia crítica]]></kwd>
<kwd lng="es"><![CDATA[empoderamiento]]></kwd>
<kwd lng="es"><![CDATA[temas transversales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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