<?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>S1981-81062019000300712</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n62.p712-732</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA DE LA MATEMÁTICA PARA LA JUSTICIA SOCIAL EN LA FORMACIÓN DE PROFESORES EN URUGUAY]]></article-title>
<article-title xml:lang="pt"><![CDATA[ENSINO DE MATEMÁTICA PARA A JUSTIÇA SOCIAL NA FORMAÇÃO DE PROFESSORES DO URUGUAI]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING MATHEMATICS FOR SOCIAL JUSTICE IN TEACHER TRAINING IN URUGUAY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molfino]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoviet]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Consejo de Formación en Educación  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Consejo de Formación en Educación  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</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>712</fpage>
<lpage>732</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000300712&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000300712&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000300712&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este escrito presentamos una perspectiva filosófica de la Enseñanza de la Matemática para la Justicia Social y una serie de experiencias que hemos desarrollado en la formación inicial y continua de profesores desde esa mirada. Como docentes de grado hemos identificado la relevancia de la inclusión de esta perspectiva en la formación de profesores porque promueve una reflexión acerca de qué es la matemática y cómo se enseña. Presentamos evidencia de que los estudiantes de profesorado señalan que el diseño e implementación de actividades de enseñanza desde esta perspectiva les permitió apreciar la matemática como una construcción humana, y entender su enseñanza como un camino para que sus estudiantes puedan comprender el mundo a través del conocimiento matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo apresentamos uma perspectiva filosófica do Ensino de Matemática para a Justiça Social e uma série de experiências que desenvolvemos na formação inicial e contínua de professores a partir dessa perspectiva. Como professoras de graduação identificamos a relevância da inclusão dessa perspectiva na formação de professores, pois promove uma reflexão sobre o que é a matemática e como ela é ensinada. Apresentamos evidências de que os alunos do professorado apontam que o desenho e implementação de atividades de ensino a partir dessa perspectiva permitiram que eles apreciassem a matemática como uma construção humana e entendessem seu ensino como uma forma de seus alunos entenderem o mundo através do conhecimento matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we present a philosophical perspective of the Teaching of Mathematics for Social Justice and a series of experiences that we have developed in the initial and continuous teacher training from that perspective. As undergraduate teachers, we have identified the relevance of the inclusion of this perspective in teacher training because it promotes a reflection on what mathematics is and how it is taught. We present evidence that prospective teachers indicate that the design and implementation of teaching activities from this perspective allowed them to appreciate mathematics as a human construction, and to understand their teaching as a way for their students to understand the world through mathematical knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la Matemática]]></kwd>
<kwd lng="es"><![CDATA[Justicia Social]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="pt"><![CDATA[Treinamento de professores]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Social Justice]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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