<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812015000300666</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/340513313</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discutindo combinatória em um processo de formação continuada com professores dos anos iniciais]]></article-title>
<article-title xml:lang="en"><![CDATA[Discussing combinatorics in a process of continuing education with early grade teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Adryanne Maria Rodrigues Barreto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessoa]]></surname>
<given-names><![CDATA[Cristiane Azevêdo dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Metropolitana da Grande Recife  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>96</volume>
<numero>244</numero>
<fpage>666</fpage>
<lpage>682</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812015000300666&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812015000300666&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812015000300666&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Prop&#245;e analisar o efeito de uma forma&#231;&#227;o continuada baseada nas situa&#231;&#245;es, nos invariantes e nas representa&#231;&#245;es simb&#243;licas dos problemas combinat&#243;rios. A pesquisa constitui-se em entrevista inicial individual, quatro encontros de forma&#231;&#227;o e, em seguida, entrevista final, tamb&#233;m individual, com os professores participantes. Para este artigo, analisa-se o desenvolvimento de uma professora participante do processo. Os resultados apontam dificuldade no reconhecimento e na abordagem de combinat&#243;ria na entrevista inicial, no entanto, ap&#243;s as interven&#231;&#245;es, h&#225; o reconhecimento mais detalhado das diferentes situa&#231;&#245;es e seus invariantes, assim como das representa&#231;&#245;es. Percebe-se, assim, que a forma&#231;&#227;o continuada em combinat&#243;ria pode se constituir em uma a&#231;&#227;o importante, pois estimula os docentes a refletirem sobre esse conte&#250;do, que pode ser trabalhado desde os anos iniciais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study aims to analyze the effect of continuing education based on situations, invariants and symbolic representations of combinatorial problems. This research is composed of initial individual interviews, four formation meetings and a final interview, also individual, with the participant teachers. In this article, we analyze the development of a teacher taking part in the process. The results indicate a difficulty in the recognition and in the approach of combinatorics during the initial interview; however, after the interventions, there is a more detailed recognition of different situations and their invariants, as well as of representations. It is clear; therefore, that continuing education in combinatorics may constitute an important action because it stimulates teachers to reflect about this content, which can be used from initial grades on. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[combinatória]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[anos iniciais de escolarização]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="en"><![CDATA[combinatorics]]></kwd>
<kwd lng="en"><![CDATA[continuing education]]></kwd>
<kwd lng="en"><![CDATA[early primary grades]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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