<?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>S2176-66812019000100054</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.100i254.3961</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos de aula na formação de professores de matemática do ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Lesson study in the training of teachers of secondary-education mathematics]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios de clase en la formación de profesores de matemática de la educación secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[João Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomkelski]]></surname>
<given-names><![CDATA[Mauri Luís]]></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 da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Júlio de Mesquita Filho (Unesp  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University of Georgia  ]]></institution>
<addr-line><![CDATA[Athens GA]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Secretaria de Educação do Estado do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>100</volume>
<numero>254</numero>
<fpage>54</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812019000100054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812019000100054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812019000100054&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apresenta um estudo de aula com um grupo de professores de matemática do ensino médio, de escolas da rede pública estadual do Rio Grande do Sul. Tem como objetivo identificar desafios e adaptações desse processo formativo e de suas potencialidades para promover o desenvolvimento profissional do professor. A análise qualitativa e interpretativa baseou-se nas notas de campo produzidas no decorrer do estudo de aula. Os participantes sentiram que este constitui um processo formativo muito diferente do que estavam habituados. Quanto aos desafios, os resultados evidenciam que a realização do estudo de aula promoveu nos participantes a modificação da prática profissional em aspectos como o planejamento de aula, o trabalho coletivo e a negociação das decisões e atividades. Foram necessárias algumas adaptações na dinâmica usual de desenvolvimento do estudo de aula, sobretudo nas etapas de planejamento e concretização da aula de investigação, pela implementação da docência compartilhada, que oportunizou um nível elevado de colaboração entre formadores e professores. A experiência aponta a possibilidade de favorecer o desenvolvimento profissional docente por lhes promover aprendizagens profissionais e os encorajar a experimentar uma prática profissional diferente durante a aula de investigação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents a lesson study carried with a group of teachers of secondary-education mathematics, from state public schools of Rio Grande do Sul. It aims to identify challenges and adaptations of this formative process and its potential to promote teacher-professional development. The qualitative and interpretative analysis was based on field notes taken during the lesson study. Participants felt that the lesson study is a widely different formative process from those to which they were used. With regards to challenges, the results show that conducting this lesson study has led participants to modify their professional practice, on aspects such as class planning, collective work and negotiation of decisions and activities. Some adjustments to the dynamics of the lesson study development were necessary, especially in the planning and carrying out of the research class, by the implementing of shared teaching, which has led to a high-level of collaboration between teacher educators and teachers. The experience indicates the possibility to encourage the professional development of teachers because they are being offered a professional education and being encouraged to experiment with a different professional practice, particularly during the research lesson.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta un estudio de clase con un grupo de profesores de matemática de la educación secundaria de escuelas públicas del estado de Rio Grande do Sul. Tiene como objetivo identificar desafíos y adaptaciones de este proceso formativo y de sus potencialidades para promover el desarrollo profesional del profesor. El análisis cualitativo e interpretativo se ha basado en las notas de campo producidas en el transcurrir del estudio de clase. Los participantes sintieron que este constituye un proceso formativo muy distinto de lo que estaban habituados. Cuanto a los desafíos, los resultados evidencian que la realización del estudio de clase ha promovido en los participantes la modificación de la práctica profesional en aspectos como el planeamiento de clase, el trabajo colectivo y las negociaciones de las decisiones y actividades. Fueron necesarias algunas adaptaciones en la dinámica usual del desarrollo del estudio de clase, especialmente en las etapas de planeamiento y concretización de la clase de investigación, por la implementación de la docencia compartida, que permitió un nivel elevado de colaboración entre formadores y profesores. La experiencia indica la posibilidad de favorecer el desarrollo profesional docente por promoverles aprendizajes profesionales y estimularlos a experimentar una práctica profesional distinta durante la clase de investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estudo de aula]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="en"><![CDATA[lesson study]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="es"><![CDATA[estudio de clase]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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