<?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>S1983-17302020000300857</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n3a2020-4</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e Educação Matemática: o que pensam um grupo de estudantes de pós-graduação]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and Mathematical Education: What a Group of Graduate Students Think]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo y Educación Matemática: lo que piensa un grupo de estudiantes de Postgrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Maria Elizabete de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madruga]]></surname>
<given-names><![CDATA[Zulma Elizabete de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Amargosa Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>857</fpage>
<lpage>880</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000300857&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000300857&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000300857&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo objetiva compreender como estudantes de pós-graduação em Educação Matemática percebem o currículo, no contexto do próprio currículo e nas suas relações com a Educação Matemática. Trata-se de uma pesquisa qualitativa, com a participação de 26 alunos de mestrado em Educação Matemática de uma universidade pública do sul da Bahia. Na disciplina de Matemática, Currículo e Diversidade Cultural, os estudantes escreveram sobre o que pensavam acerca do currículo e do currículo de Matemática. Como método de análise dos dados, foi utilizada a Análise Textual Discursiva (ATD). Os resultados indicam que os alunos percebem o currículo de três formas diferentes: como documento/parâmetros; como lista de conteúdos; e como saberes e desenvolvimento de competências e habilidades. No que se refere ao currículo de Matemática, expressam a ideia de uma área abstrata, com pouca ou nenhuma relação com a realidade, sugerindo uma teoria tradicional na qual pouco prioriza a diversidade e/ou a interdisciplinaridade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to understand how postgraduate students in Mathematics Education perceive the curriculum, in the context of the curriculum itself and in its relations with Mathematical Education. This is a qualitative research, with the participation of 26 master's students in Mathematical Education from a public university in southern Bahia. In the Mathematics, Curriculum and Cultural Diversity course, students wrote about what they thought about the Mathematics curriculum and curriculum. As data analysis method, the Discursive Textual Analysis (ATD) was used. The results indicate that students perceive the curriculum in three different ways: as document / parameters; as content; and how to know and develop skills and abilities. Concerning the Mathematics curriculum, they express the idea of &#8203;&#8203;an abstract area, with little or no relation to reality, suggesting a traditional theory in which little priority is given to diversity and / or interdisciplinarity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo comprender cómo los estudiantes de posgrado en Educación Matemática perciben el currículo, en el contexto del currículo mismo y en sus relaciones con la Educación Matemática. Esta es una investigación cualitativa, con la participación de 26 estudiantes de maestría en Educación Matemática de una universidad pública en el sur de Bahía. En el curso de Matemáticas, Currículo y Diversidad Cultural, los estudiantes escribieron sobre lo que pensaban sobre el currículo y el currículo de Matemáticas. Como método de análisis de datos, se utilizó el análisis textual discursivo (ATD). Los resultados indican que los estudiantes perciben el plan de estudios de tres maneras diferentes: como documento / parámetros; como contenido; y cómo saber y desarrollar habilidades y destrezas. Con respecto al plan de estudios de Matemáticas, expresan la idea de un área abstracta, con poca o ninguna relación con la realidad, sugiriendo una teoría tradicional en la que se da poca prioridad a la diversidad y / o interdisciplinariedad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Currículo de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Percepção de estudantes]]></kwd>
<kwd lng="en"><![CDATA[Mathematical education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Mathematics curriculum]]></kwd>
<kwd lng="en"><![CDATA[Perception of students]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Currículo de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Percepción de los alumnos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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