<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000300697</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201609149400</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Masculinidades, feminilidades e educa&#231;&#227;o matem&#225;tica: an&#225;lise de g&#234;nero sob &#243;tica discursiva de docentes matem&#225;ticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Masculinities, femininities and mathematics education: gender analysis from the discursive view of mathematics teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Lucas Alves Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>697</fpage>
<lpage>712</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000300697&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000300697&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000300697&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O questionamento central que se constitui como um disparador para as discuss&#245;es aqui realizadas &#233;: existem rela&#231;&#245;es entre as concep&#231;&#245;es de g&#234;nero e o ensino da matem&#225;tica? Diante da suposta evid&#234;ncia de que meninos possuem rendimento superior em matem&#225;tica, o presente trabalho objetiva investigar as problematiza&#231;&#245;es que podem ser feitas &#224; educa&#231;&#227;o matem&#225;tica quando a relacionamos com quest&#245;es de g&#234;nero, isto &#233;, com as masculinidades, feminilidades e demais representa&#231;&#245;es sociais que se alinham a essa perspectiva. E, tamb&#233;m nesse sentido, pretende-se investigar quais os desdobramentos para o ensino da matem&#225;tica quando determinadas concep&#231;&#245;es de g&#234;nero se encontram impl&#237;citas na pr&#225;tica docente. De fato, n&#227;o &#233; muito incomum depararmo-nos com afirma&#231;&#245;es do tipo &#8220;meninos t&#234;m mais facilidade para aprender matem&#225;tica do que meninas&#8221; ou &#8220;a mulher &#233; muito emotiva e pouco racional&#8221;, dentre outras, que podem trazer certas implica&#231;&#245;es para o ensino da matem&#225;tica, como, por exemplo, a legitima&#231;&#227;o e a reafirma&#231;&#227;o de certas desigualdades j&#225; materializadas no &#226;mbito social. No intuito de se problematizar tais afirma&#231;&#245;es que, de certa forma, podem acabar exercendo um papel fundamental na fixa&#231;&#227;o de determinados binarismos concernentes &#224;s identidades de g&#234;nero, este trabalho apresenta uma discuss&#227;o p&#243;s-estruturalista e investiga de que forma as rela&#231;&#245;es de g&#234;nero est&#227;o presentes no ensino da matem&#225;tica por meio da aplica&#231;&#227;o de entrevistas semiestruturadas com professores dessa disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The central question that triggers the discussions held here is: Are there links between gender conceptions and mathematics teaching? In the face of the supposed evidence that boys have superior performance in mathematics, this study aims to investigate possible problematizations of mathematics education when we relate it to gender issues, that is, masculinities, femininities, and other social representations aligned to this approach. It also investigates the consequences that certain conceptions of gender implicit in the teaching practice may have on mathematics teaching. Indeed, it is not uncommon to encounter statements such as &#8220;boys are better at mathematics than girls&#8221;, or &#8220;women are very emotional and not rational enough&#8221;, which can bring consequences to mathematics teaching, such as the legitimation and reaffirmation of certain inequalities already materialized in the social sphere. In order to challenge such claims that may somehow end up playing a key role in fixing certain binarisms of gender identities, this work presents a poststructuralist discussion and, by means of semi-structured interviews with mathematics teachers, investigates how gender relations are present in the teaching of this subject.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Discursos]]></kwd>
<kwd lng="pt"><![CDATA[Práticas educativas]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Discourses]]></kwd>
<kwd lng="en"><![CDATA[Educational practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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