<?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>S0102-46982021000100122</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698223020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MENSAGENS DA PRÁTICA PEDAGÓGICA EM TEXTOS DE MATERIAIS CURRICULARES EDUCATIVOS: UMA ANÁLISE A PARTIR DA DIMENSÃO INTERACIONAL]]></article-title>
<article-title xml:lang="es"><![CDATA[MENSAJES DE PRÁCTICA PEDAGÓGICA EN TEXTOS DE MATERIALES CURRICULARES EDUCATIVOS: UN ANÁLISIS DESDE LA DIMENSIÓN INTERACCIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[MESSAGES FROM PEDAGOGICAL PRACTICE IN TEXTS OF EDUCATIVE CURRICULUM MATERIALS: AN ANALYSIS FROM THE INTERACTIONAL DIMENSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[REINALDO FEIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[ANDRÉIA MARIA PEREIRA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Sul e Sudeste do Pará  ]]></institution>
<addr-line><![CDATA[Santana do Araguaia PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste artigo foi identificar e caracterizar as variações na mensagem que ocorrem na dimensão interacional, no que diz respeito à prática pedagógica escolar representada nos textos dos materiais curriculares educativos. Utilizamos o método qualitativo e a análise documental como procedimento. A teoria de Basil Bernstein foi o referencial teórico-metodológico, em especial, utilizamos o conceito de enquadramento no estudo. Os resultados obtidos indicaram que é perceptível a explicitação dos conteúdos de Geometria e Álgebra, no que se refere ao que ensinar e ao como ensinar, o uso sequenciado reprodutivo da tarefa matemática. Também com base nos resultados, identificamos que a mensagem em textos de materiais curriculares educativos caracteriza um forte controle do(a) professor(a) em relação às regras discursivas, seleção, sequenciamento, ritmagem e critérios de avaliação. Houve uma variação na intensidade do controle, quando professores e estudantes compartilharam a resolução da tarefa matemática. Além disso, o(a) professor(a) proporcionou uma comunicação aberta e um engajamento maior aos estudantes durante os processos de ensino e de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El propósito de este artículo fue identificar y caracterizar las variaciones en el mensaje que se dan en la dimensión interaccional, con respecto a la práctica pedagógica escolar representada en los textos de los materiales curriculares educativos. Utilizamos el método cualitativo y el análisis documental como procedimiento. La teoría de Basil Bernstein fue el marco teórico-metodológico, en particular, utilizamos el concepto de encuadre en el estudio. Los resultados obtenidos indicaron que se nota la explicación de los contenidos de Geometría y Álgebra, en cuanto a qué enseñar y cómo enseñar, el uso reproductivo secuencial de la tarea matemática. También con base en los resultados, identificamos que el mensaje en los textos de los materiales curriculares educativos caracteriza un fuerte control del docente en relación a las reglas discursivas, los criterios de selección, secuenciación, ritmo y evaluación. Hubo variación en la intensidad del control, cuando profesores y alumnos compartieron la resolución de la tarea matemática. Además, el docente brindó a los estudiantes una comunicación abierta y un mayor compromiso durante los procesos de enseñanza y aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The aim of this paper was to identify and characterize the variations in the message that occur in the interactional dimension, regarding the school pedagogical practice represented in the texts of the educative curriculum materials. We used the qualitative method and document analysis as a procedure. Basil Bernstein&#8217;s theory was the theoretical-methodological framework, in particular, we used the concept of framing in the study. The results indicated that the geometry and algebra contents are noticeable, regarding what to teach and to how to teach, the reproductive sequential use of the mathematical task. Also based on the results, we identified that the message in texts of educative curriculum materials characterizes a strong control of the teacher in relation to the discursive rules, selection, sequencing, rhythm and evaluation criteria. There was a variation in control intensity, when teachers and students shared the resolution of the mathematical task. In addition, the teacher provided open communication and greater engagement to students during the teaching and learning processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mensagens]]></kwd>
<kwd lng="pt"><![CDATA[texto]]></kwd>
<kwd lng="pt"><![CDATA[materiais curriculares educativos]]></kwd>
<kwd lng="es"><![CDATA[Mensajes]]></kwd>
<kwd lng="es"><![CDATA[textos]]></kwd>
<kwd lng="es"><![CDATA[materiales educativos curriculares]]></kwd>
<kwd lng="en"><![CDATA[Messages]]></kwd>
<kwd lng="en"><![CDATA[text]]></kwd>
<kwd lng="en"><![CDATA[educative curriculum materials]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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