<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100210</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-25</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Movimento lógico-histórico do conceito e organização do ensino: contribuições para a formação de professores que ensinarão matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Movimiento lógico-histórico del concepto y organización de la enseñanza: aportes a la formación de profesores que enseñarán matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Logical-historical movement of the concept and organization of teaching: contributions to the training of teachers who will teach mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Klein]]></surname>
<given-names><![CDATA[Maiara Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Anemari Roesler Luersen Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozebon]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem como objetivo refletir sobre o estudo do movimento lógico-histórico do conceito como propulsor de discussões sobre o ensino de matemática, decorrendo de um espaço de compartilhamento entre estudantes dos cursos de Licenciatura em Educação Especial, Matemática e Pedagogia. A discussão parte de uma pesquisa de Mestrado desenvolvida no Programa de Pós-Graduação em Educação (PPGE/UFSM), a qual se desencadeou por meio de um Curso de Extensão intitulado &#8220;Medidas no Ensino Fundamental: o que se ensina na escola?&#8221;, com a participação de onze estudantes dos três cursos. A fundamentação teórica da pesquisa, pautada na Teoria Histórico-Cultural e na Teoria da Atividade, parte da compreensão da matemática como produto cultural e da premissa de que o processo de formar-se professor envolve a apropriação de conhecimentos distintos, inclusive o do movimento lógico-histórico de constituição dos conceitos que ensinará. As ações da pesquisa, pautadas nesse referencial, tiveram como intuito promover a compreensão dos conceitos envolvidos e desencadear a atividade de formação nos sujeitos que fizeram parte do espaço formativo. A partir da análise de uma cena que vai ao encontro do objetivo traçado, pudemos evidenciar que se constituir professor que ensinará matemática exige atividade de estudo acerca do movimento lógico-histórico de constituição dos conceitos que ensinará, o que pode resultar em novos sentidos atribuídos à formação, e possibilitar a organização de um ensino voltado ao desenvolvimento de seus alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo reflexionar sobre el estudio del movimiento lógico-histórico del concepto como motor de discusiones sobre la enseñanza de las matemáticas, resultante de un espacio de intercambio entre estudiantes de las carreras de Licenciatura en Educación Especial, Matemáticas y Pedagogía. La discusión forma parte de una investigación de maestría desarrollada en el Programa de Postgrado en Educación (XXXX/XXXX), que fue desencadenada a través de un Curso de Extensión titulado &#8220;Medidas en la Educación Básica: ¿qué se enseña en la escuela?&#8221;, con la participación de once estudiantes de los tres cursos. El fundamento teórico de la investigación, sustentado en la Teoría Histórico-Cultural y la Teoría de la Actividad, se sustenta en la comprensión de las matemáticas como un producto cultural y la premisa de que el proceso de convertirse en docente implica la apropiación de diferentes conocimientos, entre ellos el lógico-histórico. movimiento de constitución de los conceptos que enseñarás. Las acciones de investigación, basadas en este marco, tuvieron como objetivo promover la comprensión de los conceptos involucrados y desencadenar actividad formativa en los sujetos que formaron parte del espacio de formación. A partir del análisis de un escenario que cumple con el objetivo planteado, pudimos demostrar que convertirse en un docente que enseñará matemáticas requiere de una actividad de estudio respecto del movimiento lógico-histórico de constitución de los conceptos que enseñará, lo que puede resultar en nuevos significados atribuidos. a su formación, y posibilitar la organización de una enseñanza orientada al desarrollo de sus alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article aims to reflect on the study of the logical-historical movement of the concept as a promoter of discussions on the teaching of mathematics, running from a sharing space between students of two Bachelor's in Special Education, Mathematics and Pedagogy courses. A part of a Master's research carried out in the Post- Graduation Program in Education (PPGE/UFSM) was discussed, which was triggered by an Extension Course entitled &#8220;Fundamental Measures in Teaching: What is taught in school?&#8221; with the participation of eleven students in two three courses. The theoretical foundation of research, based on Historical-Cultural Theory and the Theory of Activity, part of the understanding of mathematics as a cultural product and gives the premise that the process of training aprofessor involves the appropriation of different knowledge, including the logical- historical movement of constitution two concepts that will be taught. As research actions, guided by a referential nature, are intended to promote understanding of the two concepts involved and trigger training activities in the subjects who make up part of the training space. From the analysis of a dinner that has found the stated objective, we can show that becoming a professor who will teach mathematics requires study activity regarding the logical-historical movement of constituting two concepts that will teach, or that it can result in new meanings attributed to Your training and enable the organization of a teaching focused on the development of your students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor que ensinará matemática]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Específico]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Grandezas e medidas]]></kwd>
<kwd lng="es"><![CDATA[Profesor que enseñará matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento específico]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Cantidades y medidas]]></kwd>
<kwd lng="en"><![CDATA[Teacher who will teach mathematics]]></kwd>
<kwd lng="en"><![CDATA[Specific Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Initial Training]]></kwd>
<kwd lng="en"><![CDATA[Greatness and measures]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Moscou: Editorial Pedagógica]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
