<?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>S1983-17302020000401306</article-id>
<article-id pub-id-type="doi">10.14393/er-v27nea2020-6</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Manifestações de futuros professores que ensinam matemática em ações que envolvem grandezas e medidas]]></article-title>
<article-title xml:lang="es"><![CDATA[Manifestaciones de futuros profesores que enseñan matemáticas en acciones que involucran grandezas y medidas]]></article-title>
<article-title xml:lang="en"><![CDATA[Manifestations of future teachers who teach mathematics in actions involving quantities and measures]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Anemari Roesler Luersen Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozebon]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Klein]]></surname>
<given-names><![CDATA[Maiara Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>spe</numero>
<fpage>1306</fpage>
<lpage>1331</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000401306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000401306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000401306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Tendo como objeto de reflexões a formação inicial, este artigo propõe-se a discutir sobre manifestações de futuros professores diante de uma situação desencadeadora de aprendizagem relativa a grandezas e medidas, especificamente sobre volume. No espaço do Clube de Matemática da Universidade Federal de Santa Maria (UFSM), acadêmicos participaram de estudos e ações relacionadas ao ensino e aprendizagem de matemática, pautados na Teoria Histórico-Cultural, especialmente na Teoria da Atividade e na Atividade Orientadora de Ensino, originando os dados empíricos deste trabalho. A análise apresentou indicativos de que futuros professores, quando colocados diante de situações desencadeadoras de aprendizagem, nem sempre superam o apelo ao material sensorial como única forma de busca de solução, o que caracteriza o pensamento empírico. Como decorrência dos resultados, aponta-se, na formação inicial, a relevância do acesso a espaços que possibilitem reflexões que permitam ir para além dos conhecimentos considerados como aprofundamentos da futura área de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Teniendo como objeto de reflexiones la formación inicial, este artículo se propone discutir sobre manifestaciones de futuros profesores delante de una situación desencadenadora de aprendizaje relativa a grandezas y medidas, específicamente sobre volumen. En el espacio del Club de Matemáticas, de la Universidad Federal de Santa Maria (UFSM), académicos participaron de estudios y acciones relacionadas a la enseñanza y el aprendizaje de matemáticas, pautados en la Teoría Histórico-Cultural, especialmente en la Teoría de la Actividad y en la Actividad Orientadora de Enseñanza, originando los datos empíricos de este trabajo. El análisis presentó indicativos de que futuros profesores, cuando puestos delante de situaciones desencadenadoras de aprendizaje, ni siempre superan el llamado al material sensorial como único modo de búsqueda de solución, lo que caracteriza el pensamiento empírico. En virtud de los resultados, se señala, en la formación inicial, la relevancia del acceso a espacios que posibiliten discusiones y reflexiones que permitan ir más allá de los conocimientos considerados como profundizaciones de la futura área de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[SUMMARY This article aims to discuss future teachers' manifestations in the face of a Learning Trigger Situation about quantities and measures, specifically about volume. In the space of the Mathematics Club of the Federal University of Santa Maria (UFSM), academics participated in studies and actions related to the teaching and learning of mathematics, based on the Historical-Cultural Theory, especially the Activity Theory and the Teaching Guiding Activity, originating the empirical data of this work. The analysis presented indications that future teachers, when faced with Learning Trigger Situations, do not always overcome the appeal to sensory material as the only way to find a solution, which characterizes empirical thinking. As a consequence of the results, in the initial training, the relevance of access to spaces that allow reflections to go beyond the knowledge considered as a deepening of the future teaching area is pointed out.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Grandezas e Medidas]]></kwd>
<kwd lng="pt"><![CDATA[Clube de Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Grandezas y Medidas]]></kwd>
<kwd lng="es"><![CDATA[Club de Matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Quantities and Measures]]></kwd>
<kwd lng="en"><![CDATA[Math Club]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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