<?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>S1519-39932021000100112</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a518</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência e artesania: a indissociabilidade teoria-prática na formação de professores de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and artisanship: inseparability between theory and practice in the education of Mathematics teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boff]]></surname>
<given-names><![CDATA[Daiane Scopel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Samantha Dias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul Departamento de Ensino Curso de Licenciatura em Matemática]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul Departamento de Ensino Curso de Licenciatura em Pedagogia]]></institution>
<addr-line><![CDATA[Farroupilha RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute algumas enunciações dicotômicas sobre teoria e prática que circulam de forma recorrente na formação de professores e dedica-se a pensar nas interlocuções entre docência e artesania, considerando que a indissociabilidade teoria-prática pode constituir-se como um qualificador potente na formação de professores. O estudo opera com teorizações pós-críticas, inscritas no pensamento de Richard Sennett e de Ludwig Wittgenstein em sua fase tardia, além de estudos sobre docência contemporânea e formação de professores. O material empírico foi produzido a partir de questionário virtual, construído via Formulários Google, e de entrevistas semiestruturadas, realizadas com professores que desenvolvem a docência em cinco cursos de Licenciatura em Matemática de uma instituição pública do sul do País. A analítica empreendida mostra que uma docência não dicotômica, que opere com teoria e prática de modo indissociável, pode ser tomada como potência para pensar a docência como artesania.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper discusses dichotomic enunciations about theory and practice repeatedly found in teacher education. In it, we reflect on interlocutions between teaching and artisanship, considering that the inseparability between theory and practice can function as a powerful qualifier in teacher education. The study is grounded on the post-critical theorizations of Richard Sennet and Ludwig Wittgenstein&#8217;s late productions, along with studies on contemporary teaching and teacher education. The empirical material was produced with a virtual questionnaire applied through Google Forms and semi-structured interviews with professors working in five Mathematics Teaching courses at a public institution in southern Brazil. The analysis shows that non-dichotomic teaching that regards theory and practice as inseparable can compose a powerful perspective to think about teaching practices as artisanship.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Artesania]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Teoria-prática]]></kwd>
<kwd lng="en"><![CDATA[Artisanship]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Theory-practice]]></kwd>
</kwd-group>
</article-meta>
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