<?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>S1516-73132024000100203</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teoria e Prática nos Projetos Pedagógicos de Cursos de Licenciatura em Matemática: do que estamos falando quando usamos essas expressões na formação de professores?]]></article-title>
<article-title xml:lang="en"><![CDATA[Theory and Practice in the Pedagogical Projects of Mathematics Teaching Degrees: What do we mean when we talk about these topics in Teacher Education?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozzobon]]></surname>
<given-names><![CDATA[Marta Cristina Cezar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boff]]></surname>
<given-names><![CDATA[Daiane Scopel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conrado]]></surname>
<given-names><![CDATA[Gabriela Dutra Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas (UFPEL) Departamento de Educação Matemática ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Sul (UFRS)  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal da Paraíba (IFPB)  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo apresenta e problematiza significados de teoria e prática que se produzem no campo de formação de professores de Matemática. Questiona quais significados de teoria e prática estão descritos nos Projetos Pedagógicos de Cursos (PPC) de Licenciatura em Matemática e quais movimentos podem ser mobilizados na perspectiva da indissociabilidade de teoria e prática. A pesquisa é de natureza qualitativa, considerando dois PPC de Licenciatura em Matemática de uma instituição federal de ensino do sul do Brasil. A análise empreendida mostra os significados de teoria e prática imbricados no uso alargado da expressão prática como aplicação da realidade, na prescritividade imposta pela reflexão sobre a prática e nas interlocuções da teoria, quando relacionada à sustentação e ao embasamento da prática. São propostos movimentos na perspectiva de superação da dicotomia teoria e prática com a apresentação dos significados dessas expressões nos PPC e revisão das adjetivações, o que tende a borrar as fronteiras entre essa divisão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research challenges and provides alternative definitions for theor y and practice used in mathematics teacher education. It questions the definitions of theory and practice in a Course Pedagogical Project (CPP) for a Degree in Mathematics Teaching and suggests revisions and future movements. The study focuses on two CPP Degrees in Mathematics Teaching from a federal university in Southern Brazil. Through qualitative analysis, the study emphasizes the inseparable interdependence between theory and practice and how they are intertwined in the extended use of the expression 'practice' as an application of reality. It highlights how prescriptive reflection on practice is as well as interactions with theory, when theory is related to support and grounding for practice. The study proposes some initiatives to overcome the dichotomy between theory and practice, such as providing clear definitions of expressions in PPCs and revising adjectives that tend to blur the boundaries between theory and practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Curso de licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Projeto pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Degree course]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical project]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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