<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432019000100602</article-id>
<article-id pub-id-type="doi">10.1590/2175-623676639</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Emociones en Educación Matemática: una mirada con base en el pensamiento complejo]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions in Mathematics Education: a view based on complex thought]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Jorge Iván Ávila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[Leonora Consuelo Díaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Silva Henríquez (UCSH)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valparaíso (UV)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<fpage>e76639</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432019000100602&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432019000100602&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432019000100602&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo tiene como objetivo presentar una reflexi&#243;n sobre dos nociones te&#243;ricas para el estudio de las emociones en educaci&#243;n matem&#225;tica: complejidad vivencial y configuraci&#243;n emocional. Se exponen caracter&#237;sticas del pensamiento complejo, se reflexiona y analiza c&#243;mo se concibe a lo racional desde esta perspectiva y se le distingue de las ciencias de la complejidad. Sigue una s&#237;ntesis de aspectos relacionados a posturas te&#243;ricas del estudio de las emociones; en particular, se sintetizan caracter&#237;sticas del dominio afectivo, para diferenciarlo de la aproximaci&#243;n que aqu&#237; se presenta. Se problematiza y fundamenta la incorporaci&#243;n de las nociones de complejidad vivencial y configuraci&#243;n emocional. Con estas distinciones se aborda el suceder de configuraciones emocionales de una estudiante de pedagog&#237;a en matem&#225;ticas, identificando emociones cruciales en su proceso de decisi&#243;n vocacional al cierre de ense&#241;anza media.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT This article aims to present a reflection on two theoretical notions for the study of emotions in mathematics education: experiential complexity and emotional configuration. Characteristics of complex thought are presented. This is to reflect and analyze how the rational is conceived from this perspective and how it is differentiated from complexity sciences. A synthesis of aspects related to diverse theoretical stands about research on emotions is exposed. In particular, characteristics of affective domain are synthesized to distinguish it from the approximation presented in this paper. This paper problematizes and argues on the inclusion of experiential complexity and emotional configuration notions. With these notions, this article addresses the succession of emotional configurations of a female student of pedagogy in mathematics, identifying crucial emotions in the student&#8217;s vocational decision process at the end of high school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Complejo]]></kwd>
<kwd lng="es"><![CDATA[Configuración Emocional]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Complex Thought]]></kwd>
<kwd lng="en"><![CDATA[Emotional Configuration]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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