<?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>S1983-17302023000100131</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-33</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções e Ressignificações compartilhadas por professores que ensinam Matemática nos Anos Iniciais sobre a Estatística em encontros de formação continuada]]></article-title>
<article-title xml:lang="es"><![CDATA[Concepciones y Reinterpretaciones compartidas por docentes que enseñan Matemática en los Primeros Años sobre Estadística en encuentros de formación continua]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions and Reinterpretations shared by teachers who teach Mathematics in the Early Years about Statistics in continuing education meetings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rizzi]]></surname>
<given-names><![CDATA[Marcelo Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conti]]></surname>
<given-names><![CDATA[Keli Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</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=S1983-17302023000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, buscamos descrever as concepções que os professores os quais ensinam Matemática nos Anos Iniciais apresentam sobre o ensino de Estatística, promovendo uma ressignificação às concepções compartilhadas. Objetivamos trazer esses elementos para (re)pensar a formação dos professores que ensinam Matemática, contribuindo para a resolução dos desafios encontrados pelos profissionais, além de trazer propostas para a construção de habilidades ligadas à Estatística pelos estudantes. A metodologia baseia-se em uma abordagem qualitativa sob uma perspectiva de trabalho colaborativo, valorizando a experiência e o saber que os docentes trazem, concedendo voz a esses profissionais. Os resultados demonstram uma provável ausência do ensino de Estatística nos cursos de formação inicial, além de trazer a perspectiva de trabalho colaborativo como elemento que favorece o compartilhamento de saberes em uma formação continuada. Concluímos que há necessidade de uma formação continuada sobre Estatística com esses profissionais, além de uma reformulação das ementas dos currículos trabalhados na formação inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, buscamos describir las concepciones que los docentes que enseñan Matemática en los Primeros Años tienen sobre la enseñanza de la Estadística, promoviendo una resignificación de las concepciones compartidas. Pretendemos traer esos elementos para (re)pensar la formación de profesores que enseñan Matemática, contribuyendo a la resolución de los desafíos que enfrentan esos profesionales, además de traer propuestas para la construcción de competencias relacionadas con la Estadística por parte de los estudiantes. La metodología se basa en un enfoque cualitativo desde una perspectiva de trabajo colaborativo, valorando la experiencia y los conocimientos que los professores aportan, dando voz a esos profesionales. Los resultados demuestran una probable ausencia de la enseñanza de la Estadística en los cursos de formación inicial, además de traer la perspectiva del trabajo colaborativo como elemento que favorece la compartición de conocimientos en la formación continua. Concluimos que existe la necesidad de una educación permanente en Estadística con estos profesionales, así como una reformulación de los menús curriculares trabajados en la formación inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, we seek to describe the conceptions that teachers who teach Mathematics in the Early Years have about the teaching of Statistics, promoting a re-signification of shared conceptions. We aim to bring these elements to (re)think the formation of teachers who teach Mathematics, contributing to the resolution of challenges faced by these professionals, in addition to bringing proposals for the construction of skills related to Statistics by students. The methodology is based on a qualitative approach from a perspective of collaborative work, valuing the experience and knowledge that the professors bring, giving voice to these professionals. The results demonstrate a probable absence of teaching Statistics in initial training courses, in addition to bringing the perspective of collaborative work as an element that favors the sharing of knowledge in continuing education. We conclude that there is a need for continuing education on Statistics with these professionals, as well as a reformulation of the curricula content taught in the initial training.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Encontros Compartilhados]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais do Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Estadística]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Encuentros compartidos]]></kwd>
<kwd lng="es"><![CDATA[Primeros Años de la Escuela Primaria]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="en"><![CDATA[Statistics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Shared Meetings]]></kwd>
<kwd lng="en"><![CDATA[Early Years of Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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