<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062019000300609</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n62.p609-625</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A HISTÓRIA DA MATEMÁTICA, EM SEQUÊNCIAS DIDÁTICAS, NA FORMAÇÃO INICIAL DE PROFESSORES]]></article-title>
<article-title xml:lang="es"><![CDATA[LA HISTORIA DE LA MATEMÁTICA EN SECUENCIAS DIDÁCTICAS EN LA FORMACIÓN INICIAL DE PROFESORES]]></article-title>
<article-title xml:lang="en"><![CDATA[HISTORY OF MATHEMATICS IN DIDACTIC SEQUENCES IN TEACHER&#8217;S INITIAL FORMATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Elmha Coelho Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Arlete de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Integração Latino-Americana  ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>29</volume>
<numero>62</numero>
<fpage>609</fpage>
<lpage>625</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000300609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000300609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000300609&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo apresentaremos os resultados de um estudo de caso realizado na disciplina de Prática de Ensino de Matemática, do curso de Matemática da Universidade Federal da Integração Latino Americana (UNILA). Ponte (1994) afirma que um estudo de caso é uma investigação empírica, cujos resultados são apresentados, na maioria das vezes, em forma descritiva, porém ela pode ter forma analítica se interrogar a situação e confrontá-la com outras já conhecidas. O estudo de caso apresentado neste artigo é de caráter qualitativo. Nele, analisamos contribuições da história da matemática e a da educação matemática para a formação inicial de professores. Como instrumentos de coleta de dados, utilizamos entrevistas, gravações em áudio de diálogos entre a professora da disciplina e do licenciando acerca das atividades, o caderno do aluno, um videoaula produzido por ele, e anotações da professora em diário de campo. Este estudo de caso explicitou que a história pode contribuir para a construção de conceitos matemáticos e para a reflexão sobre o ensino de matemática e traz novos resultados, quando comparado a outros estudos realizados por membros do grupo de pesquisa ao qual pertencemos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En ese texto presentamos los resultados de un estudio de caso llevado a cabo en la disciplina de la Práctica de la Enseñanza de Matemática, del curso de Matemática de la Universidad Federal da la Integración Latino Americana (UNILA). De acuerdo con Ponte (1994), un estudio de caso es una investigación empírica cuyos resultados son presentados, la mayor parte del tiempo, en la forma descriptiva, pero puede ser también analítica si interroga la situación y la confronta con otra ya conocida. El estudio de caso aquí presentado es de carácter cualitativo. En él analizamos las contribuciones de la historia de la matemática y de la historia de la educación matemática para la formación inicial de profesores. Como instrumentos de la recolección de los datos, usamos entrevista, grabaciones en el audio de diálogos entre la profesora de la disciplina y el alumno con respecto a las actividades, el cuaderno del estudiante, un video - clase producida por él, y las notas en el diario de campo de la profesora. Ese estudio de caso mostró que la historia puede colaborar para la construcción de conceptos matemáticos y para la reflexión sobre la enseñanza de matemática y agrega nuevos resultados en relación a otras investigaciones desarrolladas por los miembros del grupo de investigaciones al cual nosotras pertenecemos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor&#8217;s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="es"><![CDATA[Historia]]></kwd>
<kwd lng="es"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s Formation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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