<?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>S2526-76472024000100410</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-47</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Subjetivações Matemáticas e a emergência do sujeito na Educação Matemática: uma perspectiva histórico-cultural]]></article-title>
<article-title xml:lang="es"><![CDATA[Subjetivaciones Matemáticas y el surgimiento del sujeto en la Educación Matemática: una perspectiva histórico-cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Subjectivations and the emergence of the subject in Mathematics Education: a historical- cultural perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wagner]]></surname>
<given-names><![CDATA[Guilherme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFSC  ]]></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=S2526-76472024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo busca contribuir teoricamente para a Teoria da Subjetividade a partir da Educação Matemática, ao mesmo tempo, que desenvolve a partir da Teoria da Subjetividade (TS) uma compreensão teórica das subjetivações matemáticas. Toma como referencial para as discussões as teorias da TS e a filosofia de Lukács. Como resultados encontrados estão as categorias de campo de significâncias e a sua constituição como uma lógica dialético-configuracional e o esmiuçamento das configurações subjetivas da ação de aprender matemática, da ação de matematizar, do diálogo e da criatividade- rigor. Por fim, constituiu-se um referencial heurístico poderoso para investigar os processos subjetivos em Educação Matemática tendo como patamar a interrelação objetivo-subjetiva do Ser Social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo busca contribuir teóricamente a la Teoría de la Subjetividad desde la Educación Matemática, al mismo tiempo que desarrolla, a partir de la Teoría de la Subjetividad (TE), una comprensión teórica de las subjetividades matemáticas. Se toma como referencia para las discusiones las teorías del TS y la filosofía de Lukács. Los resultados encontrados son las categorías de campo de significación y su constitución como una lógica dialéctico-configuracional y la ruptura de las configuraciones subjetivas de la acción de aprender matemáticas, la acción de matematizar, el diálogo y la creatividad-rigor. Finalmente, se estableció un poderoso marco heurístico para investigar los procesos subjetivos en la Educación Matemática, tomando como nivel la interrelación objetivo-subjetiva del Ser Social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article seeks to contribute theoretically to the Theory of Subjectivity from Mathematics Education, at the same time which develops, from the Theory of Subjectivity (TS), a theoretical understanding of mathematical subjectivities. It takes as a reference for discussions the theories of TS and the philosophy of Lukács. The results found are the field categories of significance and their constitution as a dialectical-configurational logic and the breakdown of the subjective configurations of the action of learning mathematics, the action of mathematizing, dialogue and creativity-rigor. Finally, a powerful heuristic framework was established to investigate subjective processes in Mathematics Education, taking as a level the objective-subjective interrelationship of the Social Being.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Subjetivações]]></kwd>
<kwd lng="pt"><![CDATA[Lukács]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la Subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Subjetivaciones]]></kwd>
<kwd lng="es"><![CDATA[Lukács]]></kwd>
<kwd lng="en"><![CDATA[Theory of Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Subjectivations]]></kwd>
<kwd lng="en"><![CDATA[Lukacs]]></kwd>
</kwd-group>
</article-meta>
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