<?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>S1516-73132021000100224</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320210025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Planejamento de Tarefas de Geometria e a Mobilização do Conhecimento Profissional Docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The Planning of Geometry Tasks and the Mobilization of Teaching Professional Knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gumiero]]></surname>
<given-names><![CDATA[Bárbara Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazuch]]></surname>
<given-names><![CDATA[Vinícius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brasil</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>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132021000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132021000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132021000100224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O planejamento de tarefas, uma das atribuições do professor, suscita a mobilização de conhecimentos. Neste artigo, o objetivo é compreender as dimensões do conhecimento do professor que constituem o planejamento de tarefas sobre conceitos geométricos. Para tanto, organizou-se um grupo com características colaborativas, onde quatro tarefas de geometria foram planejadas colaborativamente. As discussões realizadas no grupo foram analisadas a partir do Knowledge Quartet, uma ferramenta teórica de análise composta por quatro dimensões do conhecimento, entre elas o fundamento, principal dimensão identificada. Observou-se que os conhecimentos mobilizados pelas professoras se relacionavam com o conteúdo e com a pedagogia. Inicialmente, identificaram-se os códigos consciência de propósitos e identificação de erros. Ao planejar o desenvolvimento da tarefa mobilizaram-se os códigos relacionados a procedimentos, terminologia, uso de livros didáticos e uso de tecnologias digitais. A colaboração entre pares no planejamento de tarefas propiciou uma formação na escola, para ela e com ela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The planning of tasks, one of the teacher's duties, causes the mobilization of knowledge. In this article, the aim is to understand the dimensions of teachers' knowledge that constitute the planning of tasks involving geometrical concepts. Thus, a group with collaborative characteristics was constituted, where four tasks were planned. The discussions held in the group were analyzed based on the Knowledge Quartet, a theorical analysis tool composed of four dimensions of knowledge, among them the foundation, which is the main dimension identified. It was observed that the knowledges mobilized were related with the knowledge of the content and pedagogy. The codes awareness of purpose and identification of errors were identified at first. In the planning of the development of the task, codes related to procedures, terminology, use of the textbook, and use of digital technologies were mobilized. Peer collaboration in the planning of tasks has afforded teacher education in, for, and with the school.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Ensino de geometria]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Método de planejamento]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento matemático]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho em equipe]]></kwd>
<kwd lng="en"><![CDATA[Geometry teaching]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Planning method]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[Team work]]></kwd>
</kwd-group>
</article-meta>
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