<?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[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>S1809-38762021000401513</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i4p1513-1541</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Quando os números falam mais alto:]]></article-title>
<article-title xml:lang="en"><![CDATA[When numbers speak louder:]]></article-title>
<article-title xml:lang="es"><![CDATA[Cuando los números hablan más fuerte:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BÚRIGO]]></surname>
<given-names><![CDATA[Elisabete Zardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1513</fpage>
<lpage>1541</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000401513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000401513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000401513&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As políticas curriculares que atribuem centralidade à Matemática e a Língua Portuguesa são reforçadas em tempos de pandemia. O texto busca retraçar os caminhos pelos quais essa centralidade vem sendo imposta e legitimada, e como tem sido recebida por parte da comunidade de educadores matemáticos. A discussão é construída a partir de documentos oficiais emanados desde os anos 1990, de anais de eventos e de textos e depoimentos orais de educadores matemáticos. Observa-se que as noções de qualidade do ensino, desenvolvimento de competências e resolução de problemas são mobilizadas nos discursos oficiais com significados deslizantes que favorecem o seu consentimento por parte de educadores matemáticos. Frente aos discursos que prometem elevar a qualidade do ensino pelo foco em aprendizagens consideradas essenciais, os questionamentos são incipientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The curricular policies that attribute centrality to Mathematics and Portuguese are reinforced in times of pandemic. The text seeks to retrace the ways in which this centrality has been imposed and legitimated, and how it has been received by the community of mathematics educators. The discussion is based on official documents from the 1990s, on the proceedings of events, and on texts and oral testimonies from mathematics educators. We observe that the notions of quality of teaching, development of skills and problem solving are mobilized in the official discourses with slippery meanings that favor their assent by mathematics educators. In the face of discourses that promise to raise the quality of education by focusing on learning considered essential, the questioning is incipient.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las políticas curriculares que atribuyen centralidad a las matemáticas y a la lengua portuguesa se refuerzan en tiempos de pandemia. El texto trata de rastrear las formas en que esta centralidad se ha impuesto y legitimado, y cómo ha sido recibida por la comunidad de educadores matemáticos. El debate se basa en los documentos oficiales publicados desde los años 90, en las actas de los seminarios y en los textos y testimonios orales de los educadores de matemáticas. Se observa que las nociones de calidad de la enseñanza, desarrollo de competencias y resolución de problemas se movilizan en los discursos oficiales con significados deslizantes que favorecen su consentimiento por parte de los educadores matemáticos. Frente a los discursos que prometen elevar la calidad de la educación centrándose en los aprendizajes considerados esenciales, los cuestionamientos son incipientes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Quality]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Calidad]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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