<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100328</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ao02</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Didactique professionnelle (DP) et la théorie des situations didactiques (TSD): une perspective de complémentarité au Brésil]]></article-title>
<article-title xml:lang="pt"><![CDATA[Didática profissional (DP) e a teoria das situações didáticas (TSD): uma perspectiva de complementaridade no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional Didactics (PD) and the Didactical Situations Theory (DST): a perspective of complementarity in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Francisco Regis Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>328</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100328&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Resumée Le présent travail présente une proposition théorique, fortement influencée par les domaines de recherche française de la didactique professionnelle (DP) et aussi la didactique des mathématiques (DM), en développement au Brésil. Ainsi, avec une plus grande attention adressée au professeur de mathématiques, en formation initiale et continue, le but est de déterminer un caractère de complémentarité et d&#8217;application des deux champs théoriques visant à mieux comprendre et modéliser l&#8217;activité et les éléments régulateurs de l&#8217;activité professionnelle de l&#8217;enseignant. En outre, il est souligné l&#8217;utilisation de la technologie afin de comprendre des certaines notions fondamentales pour la (DP) et la (DM).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho apresenta uma proposta teórica fortemente influenciada pelos campos de pesquisa franceses de didática profissional (DP) e, também, da didática da matemática (DM), em desenvolvimento no Brasil. Assim, com uma maior atenção ao professor de matemática, na formação inicial e continuada, o objetivo é determinar uma complementaridade e aplicação dos dois campos teóricos visando uma melhor compreensão e modelagem da atividade e dos elementos regulatórios da aprendizagem e da atividade profissional do professor. Além disso, enfatiza-se o uso da tecnologia para entender alguns conceitos básicos para (DP) e a (DM).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work presents a theoretical proposal strongly influenced by the French research fields of professional didactics (DP) and also of didactics of mathematics (DM), in development in Brazil. Thus, with a greater attention to the mathematics teacher, in the initial and continued formation, the objective is to determine a complementarity and application of the two theoretical fields aiming at a better understanding and modeling of the activity and the regulatory elements of learning and the professional activity of the teacher. In addition, the use of technology is emphasized to understand some basic concepts for (DP) and (DM).]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Didactique professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[Théorie de la situation]]></kwd>
<kwd lng="fr"><![CDATA[Professeur de mathématiques]]></kwd>
<kwd lng="pt"><![CDATA[Didática Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Teoria das Situações]]></kwd>
<kwd lng="pt"><![CDATA[Professor de Matemática]]></kwd>
<kwd lng="en"><![CDATA[Professional Didactics]]></kwd>
<kwd lng="en"><![CDATA[Situation Theory]]></kwd>
<kwd lng="en"><![CDATA[Professor of Mathematics]]></kwd>
</kwd-group>
</article-meta>
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