<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062020000200614</article-id>
<article-id pub-id-type="doi">10.14393/che-v19n2-2020-20</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The supremacy of the writing over orality: an analysis of mathematical practices of subjects of a german colonization region]]></article-title>
<article-title xml:lang="es"><![CDATA[La supremacia de la escrita sobre la oralidad un análisis de prácticas matemáticas de sujetos de región de colonización alemana]]></article-title>
<article-title xml:lang="pt"><![CDATA[A supremacia da escrita sobre a oralidade: uma análise de práticas matemáticas de sujeitos de região de colonização alemã]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kroetz]]></surname>
<given-names><![CDATA[Ketlin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallon]]></surname>
<given-names><![CDATA[Mônica da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraro]]></surname>
<given-names><![CDATA[José Luis Schifino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>614</fpage>
<lpage>627</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062020000200614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062020000200614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062020000200614&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses some written and oral mathematical practices of german settlers descendants from the German colonization region of the Vale do Rio dos Sinos, and aims to verify how they were used by these subjects both during the school period and in their agricultural work activities. The theoretical contributions used for this research are mainly based on studies of Weber (2002), that evidences that oral mathematical stand out in these individuals work activities, while in the school period it&#8217;s observed a legitimization of a mathematics characterized by writing, which confirm a supremacy of the writing over orality throughout schooling. Therefore, the use of orality practices can become a possibility for a frequent (re) thinking of mathematical education, since writing prevails in different instances of the school context, producing subjectivities that empower such discourse, ensuring the status of the only possible mode of mathematize.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo problematiza algunas prácticas escritas y orales de colonos descendientes de alemanes de la región de colonización alemana del Vale do Rio dos Sinos, y objetiva verificar como las mismas fueron utilizadas por esos sujetos tanto en el período escolar, como en sus actividades laborales agrícolas. Los aportes teóricos utilizados para esa investigación están fundamentados, principalmente, en los estudios de Weber (2002), evidenciando que prácticas matemáticas orales sobresalen en las actividades laborales de esos sujetos, mientras que en el período escolar se observa la legitimación de una matemática caracterizada por la escritura, evidenciando una supremacía de la escritura sobre la oralidad a lo largo de la escolarización. En este sentido, la utilización de prácticas que se valen de la oralidad puede convertirse en posibilidad para un constante (re) pensar la educación matemática, una vez que la escritura prepondera en diferentes instancias del contexto escolar, produciendo subjetividades que empoderan dicho discurso que le confiere el status de único modo posible de matematizar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo problematiza algumas práticas matemáticas escritas e orais de colonos descendentes de alemães de região de colonização alemã do Vale do Rio dos Sinos, e objetiva verificar como as mesmas foram utilizadas por esses sujeitos tanto no período escolar, quanto em suas atividades laborais agrícolas. Os aportes teóricos utilizados para essa investigação estão fundamentados, principalmente, nos estudos de Weber (2002), evidenciando que práticas matemáticas orais se sobressaem nas atividades laborais desses sujeitos, enquanto que no período escolar se observa a legitimação de uma matemática caracterizada pela escrita, evidenciando uma supremacia da escrita sobre a oralidade ao longo da escolarização. Nesse sentido, a utilização de práticas que se valham da oralidade pode converter-se em possibilidade para um constante (re)pensar a educação matemática, uma vez que a escrita prepondera em diferentes instâncias do contexto escolar, produzindo subjetividades que empoderam tal discurso conferindo-lhe o status de único modo possível de matematizar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Orality]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="es"><![CDATA[Oralidad]]></kwd>
<kwd lng="es"><![CDATA[Escrita]]></kwd>
<kwd lng="es"><![CDATA[Matematica]]></kwd>
<kwd lng="pt"><![CDATA[Oralidade]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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