<?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>S2526-76472024000100309</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-40</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um movimento lógico-histórico de geometria e ações formativas em um Clube de Matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Un movimiento lógico-histórico en geometría y acciones formativas en un Club de Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[A logical-historical movement of geometry and formative actions in a Mathematics Club]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rovetta]]></surname>
<given-names><![CDATA[Organdi Mongin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sandra Aparecida Fraga da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Côco]]></surname>
<given-names><![CDATA[Dilza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Estado do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ]]></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=S2526-76472024000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto tem por objetivo compartilhar resultados de um estudo do movimento lógico- histórico sobre geometria e evidenciar contribuições para os processos formativos de professores em uma perspectiva coletiva. A referida formação é realizada no Clube de Matemática do Instituto Federal do Espírito Santo e a investigação desse processo é desenvolvida em uma pesquisa de doutorado, que tem como fundamentação teórico- metodológica a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino. Com base nesses pressupostos, a formação docente é compreendida como um processo social, dialógico e marcado pelas necessidades e demandas do trabalho pedagógico, sintetizando debates e ações que envolvam a atividade de ensino, atividade principal do professor. Destaca-se que o movimento formativo no Clube de Matemática parte da necessidade de os participantes se apropriarem de conhecimentos historicamente acumulados, ao estudarem um movimento lógico-histórico dos conceitos, neste caso específico, de geometria. O estudo evidencia a geometria como produção humana, e, para abordar seu desenvolvimento numa perspectiva lógico-histórica, faz-se necessário discutir sobre a relação homem x natureza, chamando a atenção para os processos de trabalho e produção de instrumentos, pois os processos de percepção da forma, de localização e de deslocamento no espaço vão modificando- se com a relação homem x trabalho. Além disso, destaca-se que o estudo teórico no processo formativo coletivo possibilita compreender novas formas de organizar o ensino, abordando a geometria mediante a percepção das formas, identificação de figuras, comunicação de suas propriedades, diferentes representações e estabelecendo uma organização de ações no processo formativo de maneira intencional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo es compartir los resultados de un estudio de movimiento lógico - histórico en geometría y destacar las contribuciones a los procesos de formación de profesores desde una perspectiva colectiva. Esta formación tiene lugar en el Club de Matemáticas del Instituto Federal de Espírito Santo y la investigación de este proceso se está llevando a cabo como parte de un proyecto de investigación doctoral, cuyos fundamentos teóricos y metodológicos son la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de la Enseñanza. Valiéndose de esas bases, la formación docente es entendida como un proceso social, dialógico, marcado por las necesidades y demandas del trabajo pedagógico, sintetizando debates y acciones que involucran la actividad de enseñar, principal actividad del profesor. Cabe destacar que el movimiento formativo en el Club de Matemáticas se basa en la necesidad de que los participantes se apropien del conocimiento acumulado históricamente, al estudiar un movimiento lógico-histórico de los conceptos, en este caso específico, la geometría. El estudio destaca la geometría como una producción humana y para abordar su desarrollo desde una perspectiva lógico-histórica, es necesario discutir la relación entre el hombre y la naturaleza, haciendo hincapié en los procesos de trabajo y de producción de instrumentos, ya que los procesos de percepción de la forma, de localización y de desplazamiento en el espacio se ven modificados por la relación hombre-trabajo. Además, el estudio teórico en el proceso de formación colectiva permite comprender nuevas formas de organizar la enseñanza, abordando la geometría a través de la percepción de las formas, la identificación de las figuras, la comunicación de sus propiedades, las diferentes representaciones y el establecimiento de una organización intencional de las acciones en el proceso de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text aims to share results of the study of the logical-historical movement on geometry and highlight contributions to teacher education processes from a collective perspective. This training is carried out at the Mathematics Club of the Federal Institute of Espírito Santo and the investigation of this process is developed in Ph.D. research, that has as theoretical- methodological foundation the cultural- historical theory, activity theory, and teaching guiding activity. Based on these assumptions, teacher education is understood as a social, dialogic process marked by the needs and demands of pedagogical work, synthesizing debates and actions that involve teaching activity, the teacher's main activity. It stands out that the formative movement in the Mathematics Club is based on the need for participants to appropriate historically accumulated knowledge, when studying a logical- historical movement of concepts, in this specific case, of geometry. The study highlights geometry as a human production, and, to approach its development from a logical-historical perspective, it becomes necessary to discuss the relationship between man and nature, attracting attention to the work processes and production of instruments, because the processes of perception of shape, location, and displacement in space change with the relationship between man and work. Furthermore, it is highlighted that theoretical study in the collective training process makes it possible to understand new ways of organizing teaching, approaching geometry through the perception of shapes, identification of figures, communication of their properties and different representations, and intentionally establishing an organization of actions in the formative process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Geometria]]></kwd>
<kwd lng="pt"><![CDATA[Forma]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
<kwd lng="es"><![CDATA[Geometría]]></kwd>
<kwd lng="es"><![CDATA[Forma]]></kwd>
<kwd lng="es"><![CDATA[Teoría histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Shape]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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