<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100102</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698187725</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TENSIONAMENTOS NA FORMAÇÃO INTERCULTURAL DE PROFESSORES INDÍGENAS: UM ESTUDO DA ESCOLA XAKRIABÁ]]></article-title>
<article-title xml:lang="en"><![CDATA[TENSIONS IN THE INDIGENOUS INTERCULTURAL TEACHER EDUCATION: STUDY OF A XAKRIABÁ SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TOMAZ]]></surname>
<given-names><![CDATA[VANESSA SENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KNIJNIK]]></surname>
<given-names><![CDATA[GELSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo discute questões da formação inicial de professores indígenas na área da Educação Matemática, em um Curso de Licenciatura Intercultural. Especificamente, analisa os tensionamentos produzidos nessa formação, quando há a intenção de se estabelecer uma proposta intercultural, que considere jogos de linguagem matemáticos tradicionais - praticados, na contemporaneidade, pelo povo Xakriabá, da Aldeia Prata - como ponto de partida para o estudo da matemática escolar ocidental. Apoiado em um trabalho de campo centrado no &#8220;medir a terra pra fazer a roça&#8221;, em entrevistas realizadas com professores-estudantes e com uma liderança da aldeia, o estudo aponta para a impossibilidade de um processo tradutório entre esses jogos. Argumenta que os mesmos estão associados a duas distintas racionalidades, uma marcada pela contingência e a outra pela transcendência e que ambos devem se fazer presentes na escola, com a explicitação de suas respectivas racionalidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The paper discusses matters related to initial indigenous mathematics teacher education in an intercultural undergraduate course. Specifically, it analyzes the tensions produced in this initial education, when it is intended to establish an intercultural proposal that considers traditional mathematical language games - practiced contemporarily by the Xakriabá community from Aldeia Prata - as a starting point to studying Western school mathematics. Based on a fieldwork centered on &#8220;measuring the land to prepare it&#8221;, interviews conducted with teachers-students and village leadership, this study points to the impossibility of a translation process between these games. It argues that they are associated with two distinct rationalities, one marked by contingency and the other by transcendence, and that both should be present in school, with the explanation of their respective rationalities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação intercultural indígena]]></kwd>
<kwd lng="pt"><![CDATA[Jogos de Linguagem matemáticos]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Indigenous Intercultural Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Language Games]]></kwd>
</kwd-group>
</article-meta>
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