<?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 (Bauru)]]></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>S1516-73132019000300725</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190030005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Modelagem Matemática no contexto do estágio supervisionado segundo as compreensões de futuros professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Modeling in supervised teaching practice in the understanding of future teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Wellington Piveta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kato]]></surname>
<given-names><![CDATA[Lilian Akemi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Educação para a Ciência e a Matemática ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>725</fpage>
<lpage>743</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000300725&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000300725&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000300725&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, tecemos algumas reflexões acerca das compreensões dos estagiários quanto à inserção da Modelagem Matemática no Estágio Supervisionado. A interrogação que nos move: O que os estagiários que vivenciaram a inserção da Modelagem no Estágio compreendem sobre essa experiência? conduziu-nos ao desenvolvimento deste estudo qualitativo segundo a postura fenomenológico-hermenêutica, modo pelo qual emergiram as reflexões sobre essa inserção, na perspectiva dos estagiários. Reunimos depoimentos de estagiários que vivenciaram a experiência com a Modelagem no Estágio em uma universidade estadual paranaense e destacamos deles unidades de sentido, que, em um movimento de convergência, deram abertura a dois núcleos, os quais nos permitiram lançar as reflexões aqui empreendidas. Esse movimento nos mostrou que os estagiários reconhecem benefícios da Modelagem no contexto do Estágio como alternativa metodológica, caracterizando-se como uma configuração relevante para a formação inicial do professor. No entanto, destacaram obstáculos para poderem realizar o Estágio com Modelagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article we present some reflections on the trainees&#8217; understanding of Mathematical Modeling in their supervised teaching practice. The research question (What do trainees who have had this experience understand about the insertion of Modeling in the supervised practice?) has caused us to carry out this qualitative study according to the phenomenological-hermeneutic approach, through which reflections have emerged from the viewpoint of the trainees on this insertion. We collected testimonials by trainees who lived the experience with Modeling in the supervised practice in a state university of Paraná, Brazil. In those testimonials we highlight units of meaning that - in a movement of convergence - created two clusters that enabled us to formulate the reflections presented here. This movement showed us that trainees recognize the benefits of Modeling in the context of the supervised practice as a methodological alternative, characterizing a relevant configuration to initial teacher education; however, they highlight obstacles for them to be able to carry out the supervised practice with Modeling.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[Estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Mathematical modeling]]></kwd>
<kwd lng="en"><![CDATA[Supervised teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Teachers education]]></kwd>
</kwd-group>
</article-meta>
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