<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000401395</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1395</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Resgatando o plano da matemática em Portugal: uma experiência de contextualização do currículo promotora de sucesso escolar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Redeeming the plan of mathematics in Portugal: a curriculum contextualization experience of promoting school success]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Preciosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>1395</fpage>
<lpage>1422</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401395&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401395&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401395&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Matem&#225;tica, enquanto disciplina do curr&#237;culo escolar, em Portugal, tem sido marcada pelo insucesso e pelos resultados pouco satisfat&#243;rios obtidos pelos alunos quer em provas de avalia&#231;&#227;o externa nacionais (Provas Aferidas e Exames Nacionais) quer internacionais (PISA). Para contrariar esta situa&#231;&#227;o, t&#234;m sido implementadas pol&#237;ticas educativas que t&#234;m como prop&#243;sito melhorar os processos de ensino da Matem&#225;tica e aumentar o sucesso dos alunos nesta disciplina. Destas medidas, destaca-se o Plano da Matem&#225;tica (2006), medida proposta pelo governo socialista, no &#226;mbito do qual cada escola foi incentivada a apresentar um projeto organizado com o objetivo de melhorar o desempenho dos alunos e assim assegurar uma maior justi&#231;a cognitiva. Tendo por base esta medida, o presente artigo d&#225; conta de um estudo que analisa o lugar da contextualiza&#231;&#227;o curricular na disciplina de Matem&#225;tica no 3.&#186; ciclo do ensino b&#225;sico em Portugal (2012-2016). Em particular, o artigo analisa efeitos da experi&#234;ncia vivida por professores no desenvolvimento do projeto Plano da Matem&#225;tica bem como as suas implica&#231;&#245;es nas pr&#225;ticas curriculares para a promo&#231;&#227;o de uma aprendizagem que concretize princ&#237;pios de justi&#231;a cognitiva e social. Os dados foram recolhidos por meio de entrevistas semiestruturadas a professores de Matem&#225;tica sobre pr&#225;ticas curriculares por eles desenvolvidas, e o modo como nelas s&#227;o contemplados procedimentos de contextualiza&#231;&#227;o curricular. Os discursos produzidos foram analisados pela t&#233;cnica de an&#225;lise de conte&#250;do. Os resultados do estudo, entre outros aspetos, indicam que o desenvolvimento do Plano da Matem&#225;tica impulsionou pr&#225;ticas de contextualiza&#231;&#227;o curricular tendo como refer&#234;ncia o sujeito/aluno, o local/contexto, os conte&#250;dos disciplinares e a pr&#225;tica pedag&#243;gica. Proporcionou tamb&#233;m a diversifica&#231;&#227;o de tarefas, o trabalho colaborativo entre pares e a autoavalia&#231;&#227;o das pr&#225;ticas, o que demonstra que as pol&#237;ticas centrais influenciam fortemente as condi&#231;&#245;es que os professores t&#234;m para o desenvolvimento do curr&#237;culo e at&#233; as concep&#231;&#245;es de educa&#231;&#227;o que valorizam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Portugal, Mathematics as a discipline of the school curriculum has been marked by school failure and low results obtained by students both in national external assessment tests (Standardized Tests and National Exams) and international tests (PISA). To counter this situation, educational policies have been implemented that are intended to improve the processes of teaching mathematics and increase the success of students in this discipline. One of these measures, it was the Plan of Mathematics (2006), proposed by the Socialist government, where each school was encouraged to submit a project organized in order to improve the performance of students to the discipline and thus ensure greater cognitive justice. Based on this measure, this paper presents a study, which examines the place of curricular contextualization in Mathematics in the 3rd cycle of basic education in Portugal (2012-2016). In particular, the article analyses effects of the experience lived by teachers in the development of the project, Plan of Mathematics, and its implications for curricular practices for the promotion of learning that materializes principles of cognitive justice and social justice. The data were collected through semi-structured interviews with mathematics teachers about curriculum practices developed within the Plan of mathematics, and how they include curricular contextualization procedures. The discourses produced were analysed using content analysis. In other aspects, the results of the study indicate that the development of the Plan of Mathematics promoted curricular contextualization practices based on the subject/student, on the place/context, on the disciplinary knowledge contents and on the pedagogical practice. It also provides diversification of tasks, collaborative work between peers and self-assessment practices, showing that the central policies strongly influence the conditions that teachers have to develop the curriculum and even the education conceptions that they value.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Plano da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Contextualização Curricular]]></kwd>
<kwd lng="en"><![CDATA[Plan of Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teachers Practices]]></kwd>
<kwd lng="en"><![CDATA[Curricular Contextualization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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