<?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>S1516-73132019000401101</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190040016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A identidade formativa do professor de Matemática de escolas rurais]]></article-title>
<article-title xml:lang="en"><![CDATA[The formative identity of Mathematics Teachers in rural schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura-Silva]]></surname>
<given-names><![CDATA[Marcos Guilherme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Tadeu Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assunção]]></surname>
<given-names><![CDATA[Carlos Alberto Gaia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA)  ]]></institution>
<addr-line><![CDATA[Marabá PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>1101</fpage>
<lpage>1117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000401101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000401101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000401101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo objetiva estabelecer uma compreensão holística sobre identidade formativa de professores que ensinarão matemática em contextos de educação rural, discutindo aspectos da constituição dessa identidade no âmbito das Licenciaturas em Educação do Campo, reconhecidas por formar educadores para os espaços rurais brasileiros. Como método, pautamo-nos nos procedimentos da Análise Textual Discursiva de Roque Moraes e Maria do Carmo Galiazzi, tendo como corpus de análise documentos e outros materiais produzidos sobre o tema que direcionam a graduação desses professores. Os resultados categorizam a constituição dessa identidade a partir de quatro fatores específicos: fator formativo (ou institucional), contextual, matemático e sociopolítico, sendo este último aquele com maior proeminência e impacto identitário. Trata-se, portanto, de uma identidade não apenas pedagógica e restrita ao ambiente escolar, mas fortemente integrada às questões políticas e sociais relativas ao campo, onde se buscam as interligações com o saber matemático acadêmico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to establish a holistic understanding about the formative identity of teachers who will teach mathematics in rural education contexts by addressing aspects of the constitution of this identity within the scope of the Degree in Education in the Countryside, recognized for preparing educators for Brazilian rural areas. As for the method, we have used the procedures of Discursive Textual Analysis, and the corpus of analysis consisted of documents and other materials produced on the subject that steer the education of these teachers. The results categorize the constitution of this identity based on four specific factors: formative (or institutional), contextual, mathematical and sociopolitical factors, the last one being the one with the greatest prominence and impact on identity. It is, therefore, an identity which is not only pedagogical and restricted to the school environment, but strongly integrated to the political and social issues related to the field, where the interconnections with academic mathematical knowledge are sought.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Escola rural]]></kwd>
<kwd lng="pt"><![CDATA[Educação no campo]]></kwd>
<kwd lng="pt"><![CDATA[Educação rural]]></kwd>
<kwd lng="en"><![CDATA[Teacher initial education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Rural schools]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
</kwd-group>
</article-meta>
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