<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132018000400016</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180040016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A utiliza&#231;&#227;o da no&#231;&#227;o de rela&#231;&#227;o ao saber (rapport au savoir) no contexto do Ensino de Matem&#225;tica: mapeamento inicial de refer&#234;ncias bibliogr&#225;ficas]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of the notion of relation to knowledge (rapport au savoir) in the context of Mathematics Teaching: Mapping in bibliographic references]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcanti]]></surname>
<given-names><![CDATA[José Dilson Beserra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Anna Paula Avelar Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro Acadêmico do Agreste Programa de Pós-Graduação Educação em Ciências e Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Programa de Pós-Graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>4</numero>
<fpage>1065</fpage>
<lpage>1079</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000400016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esse artigo apresenta um esbo&#231;o do cen&#225;rio da produ&#231;&#227;o cient&#237;fica acerca da no&#231;&#227;o de rela&#231;&#227;o ao saber no contexto espec&#237;fico do Ensino de Matem&#225;tica. A natureza do estudo foi explorat&#243;ria e a metodologia utilizada foi o mapeamento em pesquisa educacional. De um total de 241 refer&#234;ncias bibliogr&#225;ficas repertoriadas no mapeamento geral, 68 refer&#234;ncias est&#227;o vinculadas ao contexto do Ensino de Matem&#225;tica, o que corresponde a 28%. Como resultado principal, destacamos um mapa inicial com as descri&#231;&#245;es de quem utilizou a no&#231;&#227;o em teses e disserta&#231;&#245;es; quem foram os orientadores e quais foram os programas de p&#243;s-gradua&#231;&#227;o nos quais estas produ&#231;&#245;es foram desenvolvidas; quem foram os autores que publicaram artigos cient&#237;ficos e em quais peri&#243;dicos. Acreditamos, por fim, que tais informa&#231;&#245;es podem ser utilizadas como coordenadas relevantes para aqueles que pretendem estudar e utilizar a no&#231;&#227;o de rela&#231;&#227;o ao saber em suas investiga&#231;&#245;es no contexto do Ensino de Matem&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents an initial sketch of the scientific production scenario about the notion of relation to the knowledge in the particular context of Mathematics Teaching. The nature of the study was exploratory, and the methodology used was the mapping in educational research. In the general mapping, 241 bibliographical references were cataloged. Of this total, 68 references are linked to the context of Mathematics Teaching, which corresponds to 28%. As a main result, we highlight an initial map with the descriptions of those who used the notion in thesis and dissertations, who were the advisors and the graduate programs in which these productions were developed, who were the authors who published scientific articles and in which journals. We believe, finally, that such information can be used as relevant coordinates to those who intend to study and use the notion of relation to knowledge in their investigations in the context of Mathematics Teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Produção científica]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento]]></kwd>
<kwd lng="pt"><![CDATA[Levantamento bibliográfico]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Scientific production]]></kwd>
<kwd lng="en"><![CDATA[Mapping]]></kwd>
<kwd lng="en"><![CDATA[Bibliographic research]]></kwd>
</kwd-group>
</article-meta>
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