<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492021000100114</article-id>
<article-id pub-id-type="doi">10.17058/rea.v29i1.13780</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação matemática na pedagogia: a articulação universidade-escola como caminho formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional training in mathematics in pedagogy: the university-school relatioship as a training path]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación profesional en matemáticas en la pedagogía: la relación universidad-escuela como camino formativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azerêdo]]></surname>
<given-names><![CDATA[Maria Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>114</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492021000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Considerando que a formação matemática na Pedagogia apresenta lacunas, o objetivo deste artigo é o de problematizar as possibilidades de se formar para a docência em Matemática por meio de um projeto voltado à Licenciatura. Embasando-se em autores que discutem formação docente em matemática e na pesquisa qualitativa, analisou-se um relato de uma sequência didática sobre multiplicação, numa turma de 5º ano e dados de um questionário aplicado aos graduandos. Concluiu-se que as atividades do projeto têm ampliado a formação docente em matemática ao possibilitar a vivência em salas de aula, tendo a escola pública também como espaço formativo, articulando teoria e prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Considering that mathematics as a professional training in a Pedagogy course has gaps, our objective is to problematize the possibilities to create an undergraduate course to teach mathematics through a project directed to this undergraduate degree. Based on authors who discuss teacher training in mathematics as well as based on qualitative research, a report of a didactic sequence on multiplication was analyzed in a 5th grade class and, also, data from a questionnaire applied to undergraduate students. It was concluded that the project activities have expanded the teacher training in mathematics, by enabling the experience in classrooms, having the public school as a formative space, connecting theory and practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Considerando que la formación profesional en matemáticas en la pedagogía presenta lagunas, el objetivo de este artículo es el de problematizar las posibilidades de formarse en docencia Matemática por medio de un proyecto dirigido hacia la Licenciatura. Basándose en autores que discuten formación docente en matemática y en la investigación cualitativa, se analizó un relato de una secuencia didáctica sobre multiplicación, en una clase de 5to año y en datos de un cuestionario aplicado a los graduandos. Se concluyó que las actividades del proyecto han ampliado la formación docente en matemática al posibilitar la vivencia en salas de clase, teniendo a la escuela pública también como espacio formativo, relacionando teoría y práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Universidade-escola]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[University-school]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Universidad-escuela]]></kwd>
</kwd-group>
</article-meta>
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