<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2017000200181</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23n3p167-180</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DOÇURA E LABOR: UMA PRÁTICA PEDAGÓGICACOM FRAÇÕES NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SWEETNESS AND LABOR: A PEDAGOGICAL PRACTICE WITH FRACTIONS IN THE EARLY YEARS IN K-12 EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[DULZURA Y LABOR: UNA PRÁCTICA PEDAGÓGICA CON FRACCIONES DURANTE LA EDUCACIÓN BÁSICA PRIMARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TANCREDI]]></surname>
<given-names><![CDATA[REGINA MARIA SIMÕES PUCCINELLI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RESENDE]]></surname>
<given-names><![CDATA[ADRIANA TORQUATO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>181</fpage>
<lpage>198</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2017000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2017000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2017000200181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo &#233; analisar a pr&#225;tica pedag&#243;gica de uma professora do 5&#186;. ano do Ensino Fundamental ao ensinar fra&#231;&#245;es aos seus alunos. Para isso, foram realizadas com a professora e seus alunos entrevistas semiestruturadas ancoradas em roteiro pr&#233;vio. A pesquisa desenvolveu-se numa escola p&#250;blica de um munic&#237;pio da Grande S&#227;o Paulo. Os referenciais te&#243;ricos focaram o ensino reflexivo, o ensino de fra&#231;&#245;es e a aprendizagem da doc&#234;ncia, envolvendo autores como Arroyo, Marcelo, Mizukami e Shulman, entre outros. A pesquisa justifica-se porque as pr&#225;ticas pedag&#243;gicas s&#227;o alguns dos modelos descritivos dos processos de ensino que podem contribuir para o aprimoramento profissional docente, quando socializadas. Essas pr&#225;ticas devem ser conhecidas e estudadas, favorecendo a troca de conhecimentos sistematizados e de experi&#234;ncias entre os pares. Os resultados evidenciaram a repercuss&#227;o da pr&#225;tica pedag&#243;gica da professora na motiva&#231;&#227;o dos alunos para aprender e aspectos da aprendizagem docente durante o processo de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to analyze a 5th-grade K-12 Math teacher&#180;s pedagogical practice when teaching fractions. To do so, were realized semi structured interviews with the teacher and students based in a previous script. The study took place in a public school from the metropolitan area of the city of S&#227;o Paulo-Brazil. The theoretical background comes from the reflective teaching, the teaching of fractions and teacher&#180;s education and resorts to authors such as Arroyo, Marcelo, Mizukami and Shulman, among others. The research justifies itself because the pedagogical practices are some of the descriptive models of the teaching processes that can contribute for the teaching professional enhancement, when socialized. These practices should be know and studied, favoring the exchange of systematized knowledge and of experiences between peers. The results reveal that the teacher&#180;s pedagogical practice echoes both in the students&#180; motivation to learn and in the teacher education itself during the teaching process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este trabajo es analizar la pr&#225;ctica pedag&#243;gica de una profesora del 5&#186; a&#241;o de la escuela primaria para ense&#241;ar fracciones a sus estudiantes. Para eso, se llevaron a cabo con la profesora y sus estudiantes entrevistas semiestructuradas basadas en gui&#243;n previo. La investigaci&#243;n se desarroll&#243; en una escuela p&#250;blica en un municipio de Sao Paulo, Brasil. El marco te&#243;rico de referencia enfoc&#243; la ense&#241;anza reflexiva, la ense&#241;anza de fracciones y el aprendizaje de la docencia, apoy&#225;ndose en autores como Arroyo, Marcelo, Mizukami, Shulman, entre otros. La investigaci&#243;n se justifica porque las pr&#225;cticas pedag&#243;gicas son algunos de los modelos descriptivos de los procesos educativos que pueden contribuir al desarrollo profesional de los maestros, si socializado. Estas pr&#225;cticas deben ser conocidas y estudiadas, lo que favorece el intercambio de conocimientos y experiencias sistematizadas entre pares. Los resultados evidenciaron la repercusi&#243;n de la pr&#225;ctica pedag&#243;gica de la profesora en la motivaci&#243;n de los alumnos para aprender; y aspectos del aprendizaje docente durante el proceso de ense&#241;anza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PRÁTICA PEDAGÓGICA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DE FRAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[ANOS INICIAIS DO ENSINO FUNDAMENTAL]]></kwd>
<kwd lng="en"><![CDATA[PEDAGOGICAL PRACTICE]]></kwd>
<kwd lng="en"><![CDATA[TEACHING OF FRACTIONS]]></kwd>
<kwd lng="en"><![CDATA[EARLY YEARS IN K-12 EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA PEDAGÓGICA]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE FRACCIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN BÁSICA PRIMARIA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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