<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822025000300303</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v30i70.2059</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Construção de espaços de coexistência: representações visuais de livros de matemática em destaque]]></article-title>
<article-title xml:lang="en"><![CDATA[Constructing spaces of coexistence: visual representations of featured maths texbooks]]></article-title>
<article-title xml:lang="es"><![CDATA[Construcción de espacios de coexistencia: representaciones visuales de libros de matemáticas en destaque]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Drigo]]></surname>
<given-names><![CDATA[Maria Ogécia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Luciana Coutinho Pagliarini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimenta]]></surname>
<given-names><![CDATA[Maria Alzira de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>70</numero>
<fpage>303</fpage>
<lpage>321</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822025000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822025000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822025000300303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo, resultado de pesquisa sobre a questão da representação do outro em livros didáticos, tem como objetivos explicitar como as representações visuais presentes em livros didáticos apresentam as diferenças e inventariar os significados postos em movimento, para assim verificar como tais livros podem contribuir para a construção de uma ambiência propícia à coexistência das diferenças no contexto educacional. Assim, para o âmbito deste artigo, apresentam-se reflexões sobre o outro, o estranho, na perspectiva de Bauman; aspectos da semiótica peirceana que embasam a classificação das formas visuais figurativas, propostas por Santaella, a partir da qual são analisadas representações visuais das coleções de Matemática recomendadas pelo Programa Nacional do Livro e de Material Didático - PNLD 2020 - Ensino Fundamental II. Entre os resultados, destaca-se, inicialmente, a preponderância das formas visuais figurativas como registro, as quais levam o intérprete à constatação de diferenças, bem como contribuem para a construção de uma ambiência em que as diferenças coexistem em meio à solidariedade e à cordialidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, which is the result of research into the representation of the Other in textbooks, aims to explain how the visual representations in textbooks represent the differences and to inventory the meanings that are set in motion, in order to examine how these books can contribute to the construction of an ambience that is conducive to the coexistence of difference in the educational context. Thus, within the scope of this article, we present reflections on the Other, the stranger, from Bauman&#8217;s perspective; aspects of peircean semiotics that underpin the classification of figurative visual forms proposed by Santaella, from which the visual representations of the mathematics collections recommended by the Programa Nacional Programa Nacional do Livro e de Material Didático - PNLD 2020 - Ensino Fundamental II are analysed. Among the results, we highlight the preponderance of figurative visual forms as a record, which lead the interpreter to the observation of differences, as well as contributing to the construction of an ambience in which differences coexist amid solidarity and cordiality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las unidades de conservación constituyen espacios imprescindibles para la conservación de la biodiversidad y para la realización de investigaciones científicas y saberes tradicionales. Además, son espacios donde la educación ambiental puede desarrollarse como un mecanismo de transformación individual y colectiva, estimulando el vínculo y la conexión afectiva con el lugar. La presente investigación tuvo como objetivo investigar las prácticas de educación ambiental no formal en unidades de conservación en Mato Grosso do Sul. Para ello, se realizó una investigación empírica a través de la técnica de entrevista semiestructurada, analizando cualitativamente el contexto en el que se inserta la educación ambiental no formal en los espacios identificados. A partir del levantamiento realizado, se seleccionaron siete unidades de conservación y se construyeron seis ejes temáticos, basados en el guion guía, para orientar los análisis y los resultados de la investigación. Estos son: prácticas de educación ambiental no formal; involucramiento con la comunidad en la promoción de la educación ambiental; participación colectiva a través de asociaciones y redes integradas; desafíos en la promoción de la educación ambiental; impacto de la pandemia, debido a la propagación del coronavirus, en las actividades y el conocimiento de la educación ambiental crítica]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[livro didático]]></kwd>
<kwd lng="pt"><![CDATA[o outro]]></kwd>
<kwd lng="pt"><![CDATA[representação visual]]></kwd>
<kwd lng="pt"><![CDATA[semiótica peirceana]]></kwd>
<kwd lng="pt"><![CDATA[formas visuais figurativas.]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[the otherness]]></kwd>
<kwd lng="en"><![CDATA[visual representation]]></kwd>
<kwd lng="en"><![CDATA[peircean semiotics]]></kwd>
<kwd lng="en"><![CDATA[figurative visual forms.]]></kwd>
<kwd lng="es"><![CDATA[libro de texto]]></kwd>
<kwd lng="es"><![CDATA[el otro]]></kwd>
<kwd lng="es"><![CDATA[representación visual]]></kwd>
<kwd lng="es"><![CDATA[semiotica peirceana]]></kwd>
<kwd lng="es"><![CDATA[formas visuales figurativas.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
