<?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>S2526-76472024000100300</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-31</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Movimento lógico-histórico dos conceitos: formação de professores, ensino e pesquisas]]></article-title>
<article-title xml:lang="es"><![CDATA[Movimiento lógico-histórico de conceptos: formación de profesores, enseñanza y investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Logical-Historical Movement of Concepts: Teacher Training, teaching and research]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Marisa da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panossian]]></surname>
<given-names><![CDATA[Maria Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Maria do Carmo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Campus Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></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=S2526-76472024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do texto é apresentar o segundo dossiê sobre o &#8220;Movimento lógico-histórico dos conceitos: formação de professores, ensino e pesquisas&#8221;. Em sua maioria, os autores em seus artigos exploram o movimento lógico- histórico de conceitos matemáticos para organizar o ensino e/ou promover processos de formação continuada de professores que superem as formas de ensino da didática tradicional. Para tanto, percebe-se a necessidade de resgatar bases históricas do conhecimento matemático e em alguns casos são adotados os pressupostos da Atividade Orientadora de Ensino, para elaboração de situações de ensino para estudantes ou para o processo de formativo de professores que se aproximem de situações desencadeadoras de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del texto es presentar el segundo dossier sobre el &#8220;Movimiento lógico-histórico de los conceptos: formación de profesores, enseñanza y investigación&#8221;. La mayoría de los autores exploran en sus artículos el movimiento lógico-histórico de conceptos matemáticos para organizar la enseñanza y/o promover procesos de formación continua docente que vayan más allá de los métodos de enseñanza tradicionales. Para ello, surge la necesidad de rescatar bases históricas del conocimiento matemático y en algunos casos se adoptan los supuestos de la Actividad Orientadora Docente, para la elaboración de situaciones de enseñanza para estudiantes o para el proceso de formación de docentes que abordan situaciones desencadenantes del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to present the second dossier about the "Logical-historical Movement of Concepts: teacher training, teaching and research&#8221;. Most of the authors explore the logical-historical movement of mathematical concepts in their articles, to arrange the teaching and promote continuing teacher training processes that go beyond traditional teaching methods. Therefore, the necessity to rescue historical bases of mathematical knowledge is perceived and in some instances the suppositions of the Teaching Guiding Activity are adopted for developing teaching situations for students or for the training process of teachers who approach situations that trigger learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Organização do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Lógico-histórico]]></kwd>
<kwd lng="es"><![CDATA[Organización de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Lógico-histórico]]></kwd>
<kwd lng="en"><![CDATA[Teaching organization]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Logical- historical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
