<?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>S1517-97022023000100645</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349252104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem histórico-dialética dos conceitos na organização do ensino da matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moretti]]></surname>
<given-names><![CDATA[Vanessa Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Radford]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Laurentian University  ]]></institution>
<addr-line><![CDATA[Sudbury ON]]></addr-line>
<country>Canadá</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=S1517-97022023000100645&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100645&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100645&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao partirmos da proposta vigotskiana da unidade dialética entre ontogênese e filogênese como força motriz do desenvolvimento cultural na atividade humana, discutimos aspectos da organização do ensino da matemática fundamentando a relação entre atividade humana, prática social e história dos conceitos na perspectiva histórico-cultural. Nesse sentido, defendemos que também é possível compreender que a unidade entre os aspectos lógicos e históricos do objeto de conhecimento se objetivam para o ser cognoscente por meio da atividade humana de caráter coletivo. Assim, a tomada de consciência de conceitos históricos se dá em atividades humanas e resulta da produção crítica de sentido dos conceitos históricos em jogo, seus motivos e necessidades, emergindo a importância de estudar os conceitos no seu processo de produção, juntamente com as significações culturais intrínsecas à cultura em que estão inseridas. Como resultado, a proposição dos problemas com base na história da matemática, como nós entendemos, só pode ser desencadeadora de aprendizagem por meio de um trabalho conjunto com o professor. Neste sentido, a história da matemática é esclarecedora tanto ao inspirar atividades impregnadas de necessidades humanas do conceito, quanto ao permitir ao professor compreender os limites dos problemas matemáticos que podem ser formulados, bem como a mediação necessária para que os estudantes se tornem criativamente conscientes dos caminhos teóricos de pensar matematicamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the Vygotskian proposal of the dialectical unity between ontogenesis and phylogenesis as the driving force of cultural development in human activity, we discuss aspects of the organization of mathematics teaching, basing the relationship between human activity, social practice and history of concepts in the historical-cultural perspective. In this sense, we argue that it is also possible to understand that the unity between the logical and historical aspects of the object of knowing are objectified for the knowing being through human collective activity. Thus, the awareness of historical concepts takes place in human activities and results from the critical production of sense of the historical concepts at stake, their motives and needs, emerging the importance of studying the concepts in their production process, together with the cultural meanings intrinsic to the culture in which they are embedded. As a result, the proposition of problems based on the history of mathematics, as we understand it, can only trigger learning through joint work with the teacher. In this sense, the history of mathematics is illuminating both by inspiring activities imbued with human needs of the concept, and by allowing the teacher to understand the limits of mathematical problems that can be formulated, as well as the necessary mediation for students to become creatively aware of the theoretical ways of thinking mathematically.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Organização do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Teoria histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[História da matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ontogênese]]></kwd>
<kwd lng="pt"><![CDATA[Filogênese]]></kwd>
<kwd lng="en"><![CDATA[Teaching organization]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical theory]]></kwd>
<kwd lng="en"><![CDATA[History of mathematics]]></kwd>
<kwd lng="en"><![CDATA[Ontogenesis]]></kwd>
<kwd lng="en"><![CDATA[Phylogenesis]]></kwd>
</kwd-group>
</article-meta>
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