<?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>S1517-97022023000100616</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349249650por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os exames de qualificação realizados no mestrado profissional em matemática em rede nacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Qualification exams carried out in the professional master&#8217;s program in mathematics in the national network]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldatto]]></surname>
<given-names><![CDATA[Marlova Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Carlos Alexandre Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yanez]]></surname>
<given-names><![CDATA[José Carrillo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Branco PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100616&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Analisa-se, neste artigo, a natureza dos conhecimentos, especialmente os de cunho especializado, evocados na resolução das questões que compuseram Exames Nacionais de Qualificação (ENQ), desenvolvidos no âmbito do Programa de Mestrado Profissional em Matemática em Rede Nacional (PROFMAT), entre os anos de 2012 e 2019. O foco nesse programa deu-se por pautar-se no desenvolvimento de uma sólida formação em Matemática, que contemple as necessidades provenientes do cotidiano dos professores no espaço da escola e de suas necessidades amplas de desenvolvimento e de valorização profissional. Para tanto, desenvolvemos uma pesquisa de cunho qualitativo em que, a partir da análise de conteúdo interpretativa, foram classificadas, à luz do modelo conceitual-analítico Mathematics Teachers&#8217; Specialized Knowledge (MTSK), um total de 62 questões, que compuseram os ENQ aplicados no primeiro semestre de oito anos. A análise realizada evidenciou que: a) mais de 70% das questões focam exclusivamente em conhecimentos que figuram apenas em um subdomínio do Mathematical Knowledge (MK), o Knowledge of Topics, enquanto somente 5% delas abordam conhecimentos que figuram em todos os subdomínios do MK; b) Ausência, em todas as questões, de conhecimentos associados ao domínio Pedagogical Content Knowledge (PCK). Assim, conclui-se que a avaliação desenvolvida por meio do ENQ privilegia conhecimentos que figuram somente em um dos seis subdomínios do conhecimento que, realmente, ampara o professor em seu trabalho diário junto à matemática e que se contrapõe aos resultados de diversas e relevantes pesquisas que enfatizam a importância e impacto, na prática docente, de conhecimentos associados ao domínio PCK.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the nature of the knowledge, especially that of a specialized nature, evoked in the solution of the questions that made up the National Qualification Exams (NQE), developed within the scope of the Professional Master&#8217;s Program in Mathematics in the National Network (PROFMAT), between the years 2012 and 2019. The focus of this program was based on the development of a solid education in Mathematics, which contemplates the needs arising from the daily lives of teachers in the school space and their broad needs for development and professional appreciation. Therefore, a qualitative study was developed in which, from the interpretative content analysis, a total of 62 questions were classified in the light of the conceptual-analytical model Mathematics Teachers&#8217; Specialized Knowledge (MTSK), which composed the NQE applied in the first semester of the 8 years analyzed. The analysis carried out showed that: a) more than 70% of the questions focus exclusively on knowledge that appears in only one subdomain of Mathematical Knowledge (MK), the Knowledge of Topics, while only 5% of them address knowledge that appears in all subdomains of MK; b) Absence, in all questions, of knowledge associated with the Pedagogical Content Knowledge (PCK) domain. Thus, it is concluded that the evaluation developed through the NQE privileges knowledge that appears only in one of the six subdomains of knowledge that really support the teacher in his daily work with mathematics, which is opposed to the results of many relevant studies that emphasize the importance and impact of knowledge associated with the PCK domain in teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento matemático do professor]]></kwd>
<kwd lng="pt"><![CDATA[Exame Nacional de Qualificação]]></kwd>
<kwd lng="pt"><![CDATA[MTSK]]></kwd>
<kwd lng="pt"><![CDATA[Política pública educacional]]></kwd>
<kwd lng="pt"><![CDATA[PROFMAT]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Mathematical Knowledge]]></kwd>
<kwd lng="en"><![CDATA[National Qualification Exam]]></kwd>
<kwd lng="en"><![CDATA[MTSK]]></kwd>
<kwd lng="en"><![CDATA[Public Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[PROFMAT]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[STYLIANIDES]]></surname>
<given-names><![CDATA[Andreas]]></given-names>
</name>
<name>
<surname><![CDATA[STYLIANIDES]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Viewing &#8220;mathematics for teaching&#8221; as a form of applied mathematics: implications for the mathematical preparation of teachers]]></article-title>
<source><![CDATA[Notices of the American Mathematical Society]]></source>
<year>2014</year>
<volume>61</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>166-276</page-range><publisher-loc><![CDATA[Providence ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
