<?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>S0102-46982025000100237</article-id>
<article-id pub-id-type="doi">10.1590/0102-469845380</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO 1+1+1 EM CURSOS DE LICENCIATURA EM MATEMÁTICA: UMA NOVA TENDÊNCIA?]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN 1+1+1 EN CARRERAS DE GRADO EN MATEMÁTICAS: ¿UNA NUEVA TENDENCIA?]]></article-title>
<article-title xml:lang="en"><![CDATA[1+1+1 STRUCTURE IN MATHEMATIC&#8217;S TEACHER TRAINING COURSES: A NEW TREND?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[DANIELLA THIEMY SADA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FISCHER]]></surname>
<given-names><![CDATA[MARIA CECILIA BUENO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Capão da Canoa Rio Grande do Sul (RS)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul (RS)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este trabalho tem como objetivo apresentar um dos principais resultados obtidos em uma pesquisa em nível de mestrado (SILVA, 2020), ao lado de estudos recentes relacionados à temática. Nossa pesquisa teve como escopo o estudo de enunciados acerca da permanência e da não permanência de alunos no curso de Licenciatura em Matemática (LM) da UFRGS, com embasamento teórico e metodológico na Análise do Discurso de Michel Foucault (2013). Os dados da pesquisa foram construídos por meio de questionários e entrevistas junto a alunos e ex-alunos do referido curso. Ao investigar essas falas, percebemos a manifestação da existência de três linhas de formação promovidas por um mesmo curso de LM, que denominamos: formação teórica em matemática, formação teórica em educação/educação matemática, e formação prática; cada uma com seus próprios enunciados e discursos sobre educação (matemática), que poderiam até mesmo se excluir (SILVA, 2020). Apesar de referir a um contexto específico e de ter origem na aplicação da Análise do Discurso, este resultado conversa com uma das constatações do estudo de Zaidan e outros (2021), a partir da consulta a Projetos Pedagógicos de cursos de LM de várias instituições públicas de ensino superior do Brasil: a de que as Licenciaturas em Matemática parecem estar divididas entre formação matemática, formação didático-pedagógica e a prática profissional; e com as observações de Moreira (2012), quanto a aspectos que caracterizam ainda a presença da estrutura &#8220;3+1&#8221; em cursos de LM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este trabajo tiene como objetivo presentar uno de los principales resultados obtenidos en una investigación a nivel de maestría (SILVA, 2020), junto a estudios recientes relacionados con el tema. Nuestra investigación tuvo como alcance el estudio de los enunciados acerca de la permanencia y la no permanencia de alumnos en el curso de Licenciatura en Matemáticas (LM) de la UFRGS, baseado en teoría y metodología del Análisis del Discurso de Michel Foucault (2013). Los datos de la investigación se construyeron mediante cuestionarios y entrevistas con alumnos y ex alumnos del curso. Al indagar estos discursos, identificamos la manifestación de la existencia de tres líneas de formación promovidas por el mismo curso de LM, que denominamos: formación teórica en matemáticas, formación teórica en educación/educación matemática, y formación práctica; cada una con sus propias enunciaciones y discursos sobre la educación (matemática), que podrían incluso excluirse entre sí (SILVA, 2020). A pesar de referirse a un contexto específico y de provenir de la aplicación del Análisis del Discurso, este resultado conversa con uno de los hallazgos del estudio de Zaidan et al. (2021), basado en la consulta de Proyectos Pedagógicos de cursos de LM de varias instituciones públicas de educación superior en Brasil: el de que las Licenciaturas en Matemáticas parecen estar divididas entre la formación matemática, la formación didáctico-pedagógica y la práctica profesional; y con las observaciones de Moreira (2012), en cuanto a los aspectos que también caracterizan la presencia de la estructura "3+1" en los cursos de LM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This work aims to present one of the main results obtained at a master&#8217;s level (SILVA, 2020), alongside recent studies related to the theme. Our research had as its scope the study of statements about the permanence and the non-permanence of students in the Mathematics Teacher Training course (LM) at UFRGS. Michel Foucault's Discourse Analysis (2013) structured the research theoretically and methodologically. The research data was constructed through questionnaires and interviews with students and former students of that course. When investigating these speeches, we noticed the manifestation of the existence of three lines of training promoted by the same LM course, which we call: theoretical training in mathematics, theoretical training in education/mathematics education, and practical training; each one with its statements and discourses on education (mathematics), which could even be excluded (SILVA, 2020). Despite referring to a specific context and originating from the application of Discourse Analysis, this result speaks to one of the findings of Zaidan et al. (2021) study, based on Pedagogical Projects of LM courses from various public higher education institutions in Brazil: that Mathematics Degrees seem to be divided between mathematical training, didactic-pedagogical training and professional practice; and with the observations of Moreira (2012), regarding aspects that also characterize the presence of the &#8220;3+1&#8221; structure in LM courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[linhas de formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[formação 3+1]]></kwd>
<kwd lng="pt"><![CDATA[análise do discurso]]></kwd>
<kwd lng="es"><![CDATA[líneas de formación docente]]></kwd>
<kwd lng="es"><![CDATA[estructura "3+1"]]></kwd>
<kwd lng="es"><![CDATA[Análisis del Discurso]]></kwd>
<kwd lng="en"><![CDATA[teacher training lines]]></kwd>
<kwd lng="en"><![CDATA[&#8220;3+1&#8221; teacher training structure]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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