<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932013000300009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas em grupo de professores e licenciandos: resignificando a aprendizagem da matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Cármen Lúcia Brancaglion]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rosa Maria Moraes Anunciato de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Renata Prenstteter]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>18</volume>
<numero>03</numero>
<fpage>327</fpage>
<lpage>339</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932013000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932013000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932013000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Nosso objetivo nesse artigo é compreender aspectos envolvidos no processo reflexivo individual e coletivo mobilizados pela escrita de narrativas e sua discussão em grupo procurando entender como essas práticas de escrita e discussão em um grupo colaborativo podem ser potencializadoras do desenvolvimento profissional docente ao dar visibilidade às experiências com a matemática na trajetória como estudante e na docência. O projeto envolveu participação voluntária de professores/pesquisadores universitários, futuros professores e professores dos anos iniciais do Ensino Fundamental. Neste trabalho, utilizamos como fonte de dados diferentes narrativas orais e escritas de uma participante, produzidas ao longo de um ano. A análise nos possibilitou ouvir sua voz e a entender a cultura da aula de matemática vivida por ela a partir do seu ponto de vista. Observamos que aspectos do desenvolvimento profissional foram sendo explicitados, quando ela começa a projetar como poderia implementar práticas pedagógicas distintas dos professores que a marcaram negativamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Our goal is to understand aspects related to the individual and collective reflective process from the writing of narratives and its group discussion in order to understand how these practices of writing and discussion in a collaborative group may potentiate the professional development of teachers by giving visibility to their experiences with mathematics during their trajectory as both students and teachers. The project involved the voluntary participation of professors/ researchers, undergraduate students and teachers of the first years of elementary school. In this paper, we used diferente oral and written arratives of a participant written throughout a year as data source. The analysis allowed us to hear her voice and understand from her point of view the culture she experienced in the mathematics classroom. We observed that aspects of professional development were made explicit when she began thinking of ways to implement pedagogical practices that were different from the ones used by her teachers, who had negatively affected her education process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="en"><![CDATA[Learning Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Narrativas  em grupo de professores e licenciandos: resignificando a aprendizagem da  matem&aacute;tica.</h2> <h3>Narratives in a group of teachers and undergraduate  students: redefining the learning of mathematics.</h3>     <p>&nbsp;</p> <h4>C&aacute;rmen  L&uacute;cia Brancaglion Passos, Rosa Maria Moraes Anunciato de Oliveira, Renata  Prenstteter Gama    <br> </h4> </font>      ]]></body><back>
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