<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362020000100155</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202056</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de Geometria com parlendas: uma ação formativa]]></article-title>
<article-title xml:lang="en"><![CDATA[The Geometry teaching with rhymes: the formative action]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de la Geometría con rimas: una acción formative]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alencar]]></surname>
<given-names><![CDATA[Edvonete Souza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Aldrin Cleyde da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Janielle da Silva Melo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Grande Dourados Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal da Grande Dourados Programa de Pós-Graduação em Educação e Territorialidade ]]></institution>
<addr-line><![CDATA[ Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Amapá  ]]></institution>
<addr-line><![CDATA[ Amapá]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>4</volume>
<numero>10</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362020000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado de uma formação continuada com professores, coordenador da instituição e alunos bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). As ações foram desenvolvidas no projeto do Laboratório Interdisciplinar de Formação de Educadores (LIFE) da Universidade Federal da Grande Dourados, em Mato Grosso do Sul, Brasil. Nosso objetivo foi o de promover a reflexão desse grupo formativo utilizando-se de recursos como: textos que se sabe de cor relacionando-os a atividades do conteúdo matemático, qual seja, Geometria. Evidenciamos assim a importância do uso de textos para o ensino interdisciplinar. A formação envolveu as seguintes atividades: embasamento teórico, apresentação de parlendas, dinâmica da parlenda cantada &#8212; brincadeira de pular corda, reflexão sobre que atividades podem ser realizadas, solicitação de representação por desenho da parlenda. Diante dessa formação, percebemos a necessidade de realizar ações formativas interdisciplinares e colaborativas, incentivando uma formação lúdica e prazerosa para o ensino de Geometria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of continuing education with teachers, the institution's coordinator, and scholarship students from the Institutional Program for Teaching Initiation Scholarships (PIBID). The actions were developed in the project of the Interdisciplinary Laboratory for the Training of Educators (LIFE) of the Federal University of Grande Dourados in Mato Grosso do Sul, Brazil. Our objective was to promote the reflection of this training group using resources such as: texts that are known by heart, relating them to activities of mathematical content, whatever, - Geometry. We thus highlight the importance of using texts for interdisciplinary teaching. The training developed the following activities: theoretical background, presentation of the rhymes, dynamics of the sung rhymes &#8212; skipping rope, reflection on what activities can be carried out, request for representation by drawing the rhymes. Given this formation, we realized the need to carry out interdisciplinary and collaborative training actions, encouraging a playful and enjoyable formation for the teaching of Geometry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de la educación continua con maestros, el coordinador de la institución y los estudiantes becados del Programa Institucional para Becas de Iniciación Docente (PIBID). Las acciones se desarrollaron en el proyecto del Laboratorio Interdisciplinario para la Formación de Educadores (LIFE) de la Universidad Federal de Grande Dourados en Mato Grosso do Sul, Brasil. Nuestro objetivo fue promover la reflexión de este grupo de capacitación utilizando recursos tales como: textos que se conocen de memoria, relacionándolos con actividades de contenido matemático, lo que sea, Geometría. Por lo tanto, destacamos la importancia de utilizar de textos para la enseñanza interdisciplinaria. La capacitación desarrolló las siguientes actividades: antecedentes teóricos, presentación de las parlendas, dinámica de la parlenda cantada: saltar la cuerda, reflexión sobre qué actividades se pueden llevar a cabo, solicitud de representación dibujando la parlenda. Dada esa formación, nos dimos cuenta de la necesidad de llevar a cabo acciones de formación interdisciplinarias y colaborativas, fomentando una formación lúdica y agradable para la enseñanza de la Geometría.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Geometria]]></kwd>
<kwd lng="pt"><![CDATA[Parlenda]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Rhymes]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Geometría]]></kwd>
<kwd lng="es"><![CDATA[Rima]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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