<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922019000200416</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i2.8648127</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SIGNIFICAÇÕES DO PROFESSOR E INDICADORES DE RESILIÊNCIA EM ESTUDANTES COM DIFICULDADES DE APRENDIZAGEM EM MATEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER&#8217;S SIGNIFICATIONS AND INDICATORS OF RESILIENCE IN STUDENTS WITH LEARNING DIFFICULTIES IN MATHEMATICS]]></article-title>
<article-title xml:lang="es"><![CDATA[SIGNIFICACIONES DEL PROFESOR Y INDICADORES DE RESILIENCIA EN ALUMNOS CON DIFICULTADES DE APRENDIZAJE EN MATEMÁTICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchini]]></surname>
<given-names><![CDATA[Luciane Guimarães Batistella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Leandro Augusto dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>416</fpage>
<lpage>434</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000200416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000200416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000200416&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No entendimento de que aspectos cognitivos, afetivos e sociais interatuam na aprendizagem da Matemática; fatores protetivos e de risco constituem a resiliência e as significações atribuídas à disciplina podem favorecer ou dificultar o processo de aprendizagem, a pesquisa ancorou-se na perspectiva teórica piagetiana. Objetivou-se analisar a significação do professor da sala de apoio em relação ao encaminhamento do aluno e identificar os aspectos cognitivos, sociais e afetivos indicadores de fatores protetivos no contexto de um programa no contraturno, destinado ao trabalho junto aos alunos de 6º ano dos Anos Finais do Ensino Fundamental (11 a 15 anos) com dificuldades de aprendizagem em Matemática. Utilizou-se para coleta dos dados, três instrumentos sendo dois construídos para o estudo, do tipo escala likert de 4 pontos com 23 itens e uma ficha de avaliação usada para o encaminhamento dos alunos ao programa de contraturno. Os instrumentos foram respondidos pelo professor, avaliando individualmente os alunos em situações relativas à aprendizagem de Matemática. Como resultado foi possível reconhecer diferença entre a avaliação por meio da ficha de encaminhamento, na qual predominavam significações negativas e a avaliação com os instrumentos, por meio dos quais identificou-se os seguintes fatores protetivos: elaboração de estratégias, análise dos próprios procedimentos, planejamento de ações, enfrentamento de desafios, iniciativa de aproximação dos colegas, reconhecimento da perspectiva do outro, cooperação e engajamento na tarefa. Os fatores protetivos encontrados expressam possibilidades de constituição de um processo de intervenção promotor de resiliência neste contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Taking into account that affective, cognitive and social aspects interact in mathematics learning; protective and risk factors constitute resilience and the significations attributed to discipline may give support or make hardness to learning process. The research is grounded on Piagetian theoretical perspective and aimed to analyze the signification of support room teacher in relation to forwarding student as well as identify the cognitive, social and affective aspects and the protective factors indicators in the context of a counter shift program, destined to work with 6th grade students in the last years of Elementary School (11 - 15 years old) with Mathematics learning difficulties. Three instruments were used for data collection: two constructed for the study, a 4-point Likert scale with 23 items and an evaluation sheet used to students forwarding to the counter shift program, at the school where the study developed. Two instruments answered by Mathematics teacher evaluated individually the students in Mathematics learning situations. As a result, it was possible to recognize a difference between the evaluation by forward form, which had negatives meanings predominance, and the evaluation with the two instruments, through which the following protective factors were identified: strategy elaboration, own procedures analysis, actions planning, challenge facing, initiative of approaching colleagues, recognition of the other&#8217;s perspective, cooperation and task engagement. The found protective factors show possibilities in constitution an intervention process promoter of resilience in this context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el entendimiento de que los aspectos afectivos, cognitivos y sociales interactúan en el aprendizaje escolar; factores de protección y de riesgo constituyen la resiliencia y las significaciones a la disciplina pueden favorecer o dificultar la aprendizaje, la investigación se ancló en la teoria piagetiana. Se objetivó analizar la significación del profesor de la sala de apoyo en lo encaminamiento del alumno e identificar los aspectos cognitivos, sociales y afectivos indicadores de factores protectores en el contexto de un programa en el contraturno, junto a los alumnos de 6º año de los Años Finales de la Enseñanza Fundamental (11 a 15 años) con dificultades de aprendizaje en Matemáticas. Se utilizó tres instrumentos siendo dos construidos para el estudio, del tipo escala likert de 4 puntos con 23 ítems y una ficha de evaluación de encaminamiento de los alumnos al programa. Los instrumentos fueron respondidos por el profesor. Fue posible reconocer diferencia entre la evaluación con la ficha de encaminamiento - significaciones negativas y la evaluación con los instrumentos, con los cuales se identificaron los factores protectores: elaboración de estrategias, análisis de los procedimientos, planificación de las acciones, enfrentamiento del desafío, iniciativa de aproximación de los compañeros, reconocimiento de la perspectiva del otro, cooperación y el compromiso con la tarea. Los datos indicaron la necesidad de otros estudios que investiguen la percepción de los alumnos acerca de sí mismos y de sus condiciones de aprendizaje. Los factores de protección encontrados expresan posibilidades de intervención promotor de resiliencia en este contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Resiliência]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Significações]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[Learning Difficulties]]></kwd>
<kwd lng="en"><![CDATA[Mathematic]]></kwd>
<kwd lng="en"><![CDATA[Significations]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Resiliencia]]></kwd>
<kwd lng="es"><![CDATA[Dificultades de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Significaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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