<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812018000200350</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.99i252.3414</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem da docência de futuros professores no ensino de matemática: reflexões a partir de ações desenvolvidas na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning of teaching of future teachers in the teaching of mathematics: reflections from actions developed in classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozebon]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<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"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFSM).  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFSM).  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>99</volume>
<numero>252</numero>
<fpage>350</fpage>
<lpage>369</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812018000200350&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812018000200350&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812018000200350&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta reflex&#245;es derivadas de uma pesquisa sobre forma&#231;&#227;o inicial de professores no &#226;mbito de um projeto de extens&#227;o de matem&#225;tica. Objetiva-se discutir elementos acerca do processo de aprendizagem da doc&#234;ncia de futuros professores, estudantes dos cursos de Licenciatura em Educa&#231;&#227;o Especial, Matem&#225;tica e Pedagogia, a partir de uma unidade did&#225;tica sobre grandezas e medidas, desenvolvida pelo projeto. Os dados emp&#237;ricos que comp&#245;em este artigo e a investiga&#231;&#227;o que o originou foram coletados em quinze encontros realizados durante o desenvolvimento da unidade did&#225;tica, e a an&#225;lise realizou-se a partir da proposta de sele&#231;&#227;o de epis&#243;dios. Especificamente, a &#234;nfase foi dada &#224;s a&#231;&#245;es realizadas pelos futuros professores na escola, no movimento de desenvolver situa&#231;&#245;es de ensino relacionadas ao conceito de medir. Orientadas em pressupostos da Teoria Hist&#243;rico-Cultural, as considera&#231;&#245;es abarcam tr&#234;s aspectos: o sentido atribu&#237;do pelos futuros professores &#224;s suas a&#231;&#245;es; as necessidades que os levaram a agir; e a apropria&#231;&#227;o do conhecimento matem&#225;tico durante o desenvolvimento da unidade did&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents reflections derived from a research carried out the initial training of teachers in an extension about math. The aim of this work is to discuss elements of the teaching learning process of future teachers who are undergraduate students in Special Education, Mathematics and Pedagogy, from a Didactic Unit about dimensions and measures developed by the project. The empirical data that compose this article and the investigation that originated it were collected through 15 meetings held during the development of the Unit, and the analysis was based on the proposal of episode selection. Specifically, the emphasis will be given to the actions taken by the future teachers in the school, on how they develop teaching situations related to the concept of measuring. Based on assumptions of the Historical-Cultural Theory, the considerations cover three aspects: the sense future teachers attribute to their actions; The needs that led them to act; And the appropriation of mathematical knowledge during the development of the Didactic Unit.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem da docência]]></kwd>
<kwd lng="pt"><![CDATA[atividade orientadora de ensino]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="en"><![CDATA[teaching learning]]></kwd>
<kwd lng="en"><![CDATA[Atividade Orientadora de Ensino]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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