<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302019000200345</article-id>
<article-id pub-id-type="doi">10.14393/er-v26n2a2019-3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O número &#960; e o conceito de aproximação: possíveis caminhos advindos da História para o ensino da Matemática Elementar]]></article-title>
<article-title xml:lang="en"><![CDATA[The PI number and the concept of approximation: possible routes coming from History to Elementary Mathematics teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pommer]]></surname>
<given-names><![CDATA[Wagner Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNIFESP DCET ]]></institution>
<addr-line><![CDATA[Diadema São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>345</fpage>
<lpage>365</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000200345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto objetivou apresentar e discutir a questão de aproximação em processos infinitos no entorno da História da Matemática como aporte para tecer uma possível abordagem significativa do número PI na escolaridade básica. O tema das aproximações se constitui em uma conexão com os números racionais, pois os números irracionais somente existem no mundo pragmático através de representações decimais finitas. A busca em documentos no entorno da História da Matemática revelou diversos momentos das civilizações antigas que permitem um diálogo com a epistemologia, perfazendo uma conexão com referenciais didáticos entre temas matemáticos diversos, o que possibilita emergir situações de ensino imersas numa retroação presente-passado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aimed to present and discuss the question of approximation in infinite processes in the surroundings the History of Mathematics as a contribution to weave a possible significant approach of the PI number at basic education. The approximations theme constitutes a connection with rational numbers, since irrational numbers exist only in the pragmatic world through finite decimal representations. The search for documents in the context of the History of Mathematics revealed several moments of the ancient civilizations that allow a dialogue with epistemology, making a connection with didactic references between diverse mathematical themes, which allows the emergence of teaching situations immersed in a present-past feedback.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[PI]]></kwd>
<kwd lng="pt"><![CDATA[Aproximação]]></kwd>
<kwd lng="en"><![CDATA[History of Mathematics]]></kwd>
<kwd lng="en"><![CDATA[PI]]></kwd>
<kwd lng="en"><![CDATA[Approximation]]></kwd>
</kwd-group>
</article-meta>
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