<?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>S1983-17302023000100127</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-29</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Idoneidade didática na formação de professores: análise do ensino de estatística por meio de projetos]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic suitability in teacher education: Analysing the teaching of statistics through projects]]></article-title>
<article-title xml:lang="es"><![CDATA[Idoneidad Didáctica en la Formación de Profesores: análisis de la enseñanza de la Estadística con proyectos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Samá]]></surname>
<given-names><![CDATA[Suzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Marta Élid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Itabaiana Sergipe]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302023000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na formação inicial de professores é importante contemplar tanto o conhecimento dos conceitos estatísticos quanto o conhecimento didático, o que impõe desafios no planejamento didático-pedagógico e na adoção dos recursos tecnológicos digitais. Assim, o artigo tem por objetivo analisar um processo de formação de futuros professores de Estatística da Educação Básica por meio da metodologia de projetos no ensino não presencial. A pesquisa está fundamentada na Teoria da Idoneidade Didática. A metodologia adotada na análise dos dados foi a Análise de Conteúdo. Os resultados indicam que o trabalho com projetos contribuiu para a adaptação dos futuros professores à vida profissional e à sociedade, bem como os recursos tecnológicos digitais promoveram a interação entre os estudantes e o professor. Esses resultados permitem concluir que o ensino de Estatística por meio de projetos, com o suporte de diferentes recursos didáticos, possibilitou relacionar os conteúdos estatísticos com outros conhecimentos científicos e sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In initial teacher training, it is important to include both knowledge of statistical concepts and didactic knowledge, which imposes challenges in the didactic-pedagogical planning and in the use of digital technological resources. The aim of this article is to analyze a training experience in statistics directed to prospective basic education teachers using the project methodology in distance teaching. The research is based on the Theory of Didactic Suitability. The methodology used to analyze the data was Content Analysis. The results indicate that working with projects helped the prospective teachers adapt to professional life and society, and that digital technological resources promoted interaction between students and teachers. These results allow us to conclude that teaching statistics through projects, with the support of different teaching resources, made it possible to relate statistical content to other scientific and social knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la formación inicial de profesores es importante incluir tanto el conocimiento de conceptos estadísticos como el conocimiento didáctico, lo que impone desafíos en la planificación didáctico-pedagógica y en la adopción de recursos tecnológicos digitales. El objetivo de este artículo es analizar un proceso de formación de futuros profesores de estadística de educación básica utilizando la metodología de proyectos en la enseñanza no presencial. La investigación se basa en la Teoría de la Idoneidad Didáctica. La metodología utilizada para analizar los datos fue el Análisis de Contenido. Los resultados indican que el trabajo por proyectos ayudó a los futuros profesores a adaptarse a la vida profesional y a la sociedad, y que los recursos tecnológicos digitales promovieron la interacción entre alumnos y profesores. Estos resultados permiten concluir que la enseñanza de la estadística a través de proyectos, con el apoyo de diferentes recursos didácticos, permitió relacionar los contenidos estadísticos con otros conocimientos científicos y sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Idoneidade Didática]]></kwd>
<kwd lng="pt"><![CDATA[Dimensão Ecológica]]></kwd>
<kwd lng="pt"><![CDATA[Dimensão Mediacional]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Statistics Education]]></kwd>
<kwd lng="en"><![CDATA[Didactical Suitability]]></kwd>
<kwd lng="en"><![CDATA[Ecological Dimension]]></kwd>
<kwd lng="en"><![CDATA[Mediational Dimension]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Estadística]]></kwd>
<kwd lng="es"><![CDATA[Idoneidad Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Dimensión Ecológica]]></kwd>
<kwd lng="es"><![CDATA[Dimensión Mediacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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