<?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>S1983-17302020000301005</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n3a2020-10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sistemas educacionais do Brasil, Chile e México: análise dos currículos prescristos de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational systems in Brazil, Chile and Mexico: analysis of prescribed mathematics curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerqueria]]></surname>
<given-names><![CDATA[Dermeval Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcelo Navarro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário das Faculdades Metropolitanas Unidas  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário das Faculdades Metropolitanas Unidas  ]]></institution>
<addr-line><![CDATA[ ]]></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>1005</fpage>
<lpage>1028</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000301005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000301005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000301005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo insere-se no contexto dos estudos comparativos sobre organização e desenvolvimento curricular, na área de Educação Matemática, no Brasil, Chile e México. A intenção é evidenciar os impactos dos resultados de pesquisa em Educação Matemática nos documentos oficiais desses países, elaborados a partir dos anos 90 do século XX e apresentar semelhanças e diferenças dos Currículos Prescritos de Matemática. Utilizou-se como percurso da comparação curricular a Educação Comparada de documentos que prescrevem os sistemas educacionais e os Currículos de Matemática da educação básica. Na análise comparativa aponta-se uma diferenciação na estruturação curricular, ênfase da álgebra no currículo chileno e mexicano e semelhança como o uso da resolução de problema no processo de ensino e aprendizagem nos três países.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is part of the comparative studies on organization and curriculum development, in the area of &#8203;&#8203;Mathematical Education, in Brazil, Chile and Mexico. The intention is to highlight the impacts of the research results in Mathematics Education in the official documents of these countries, elaborated from the 90s of the 20th century and present similarities and differences of the Prescribed Mathematics Curricula. It was used as a path from the curricular comparison to the Comparative Education of documents that prescribe the educational systems and the Mathematics Curricula of basic education. The comparative analysis points out a differentiation in the curricular structure, an emphasis on algebra in the Chilean and Mexican curriculum and similarity as the use of problem solving in the teaching and learning process in the three countries.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Currículos de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação Comparada]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Comparative Education]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
