<?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>S1517-97022019000100531</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945186508</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación inicial docente y competencias emocionales: análisis del contenido disciplinar en universidades brasileñas]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic teacher training and emotional competences: analysis of curricular content in Brazilian universities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barcelar]]></surname>
<given-names><![CDATA[Lucicleide de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[Miguel Ángel Carbonero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Ateneu  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[Valladolid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100531&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100531&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100531&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación, realizada sobre las materias impartidas durante la formación de profesores de licenciaturas en matemáticas, tiene como objetivo identificar los contenidos que tratan sobre las competencias emocionales. Este estudio busca averiguar las carencias y sugerir mejoras en la formación de profesores, a través de la reflexión de los contenidos contemplados en los programas de licenciaturas. Esta investigación contribuye a enriquecer las reflexiones que se plantean en la educación sobre el ejercicio de la misma, y los desafíos que se enfrentarán los futuros profesores en las aulas. La metodología tipo exploratoria y descriptiva tiene como base la investigación bibliográfica y documental. Se concretó el análisis de las materias y contenidos de los diseños curriculares vigentes en los cursos de matemáticas en cinco universidades brasileñas, la muestra fue seleccionada teniendo en cuenta la distribución por regiones. A partir de los resultados fue posible identificar las carencias de dichas competencias, concluyendo que hay un déficit del contenido acerca de las competencias emocionales. Este déficit se refleja en la formación inicial de profesores inscritos en las licenciaturas de matemáticas. En síntesis, el contenido de las competencias emocionales se contempla de forma superficial en los currículos base de las licenciaturas investigadas en el contexto brasileño. Ello indica que el profesor en formación no recibe una formación adecuada para atender a las necesidades de su labor educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research, investigating the subjects of degree courses for mathematics teachers, intends to identify the contents that deal with emotional competences. This study seeks to find out the handicaps and suggest improvements in teacher training, through thinking over the syllabuses of such degree programs. This research contributes to enrich the reflections that arise in the field of education about teaching practices, and the challenges that future teachers will face in the classroom. The exploratory and descriptive methodology is based on bibliographical and documentary research. The analysis of the subjects and syllabuses of the current curricula of math courses in five Brazilian universities utilized a selected sample which took into account the distribution by region. The results allowed to identify the deficiencies in such competences, and led to the conclusion that there is a content deficit in emotional competences. A deficit that reflects the basic training of teachers in mathematics degree courses. In short, emotional competences are superficially considered in the core curricula of teaching degree courses we have studied in the Brazilian context. This indicates that the prospective teacher does not receive adequate training that will meet the needs in their educational practice.]]></p></abstract>
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<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Competencias emocionales]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura en Matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[Emotional Competences]]></kwd>
<kwd lng="en"><![CDATA[Teaching Degree in Mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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