<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000103008</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.23899</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O empoderamento docente e a aproximação entre a Universidade e a Escola: alguns desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher empowerment and the approximation between College and School: some challenges]]></article-title>
<article-title xml:lang="es"><![CDATA[El empoderamento de los docentes y la aproximación entre la universidad y la escuela: algunos desafíos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Patrícia Sandalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Kely Fabrícia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jorge]]></surname>
<given-names><![CDATA[Nickson Moretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul Instituto de Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Prefeitura Municipal de Campo Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rede Estadual de Ensino de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000103008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000103008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000103008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, considerando o atual contexto sócio-político brasileiro, trazemos à tona temas como o empoderamento docente e a aproximação entre a Universidade e a Escola, enquanto desafios enfrentados no decorrer da formação inicial de professores de Matemática. Desse modo, ponderamos que o empoderamento docente evidencia possibilidades de uma possível autonomia em relação ao profissional professor (técnico, reflexivo e intelectual crítico). Quanto a aproximação entre a Universidade e a Escola, traremos as perspectivas de parceria na formação de professores, são elas: dirigida, oficial e colaborativa. Com essa compreensão, procuramos aproximar os contextos de formação à realidade do professor, buscando possibilidades reais de investigação, a partir da visão de unidade entre teoria e prática, pesquisa e formação, universidade e educação básica. Nessa perspectiva, o referencial teórico e metodológico traz, em seu bojo, a colaboração, a reflexão crítica e a produção de conhecimento vinculadas a sua natureza dialógica, o que nos possibilita a construção de um percurso em que tais ações sejam capazes de contribuir para a profissionalização do professor, de modo a viabilizar o aprimoramento de saberes necessários para a busca de caminhos e respostas aos inúmeros desafios e necessidades de sua ação pedagógica, perspectivando um sujeito em estado de consciência crítica e engajado na transformação de sua realidade. A partir dessas discussões, as análises levaram-nos a concluir que é necessário que a universidade propicie a esses profissionais a compreensão de seu verdadeiro papel social, na tentativa de compreender-nos criticamente em relação aos valores e as práticas que atuamos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, considering the current brazilian socio-political context, we bring up topics such as teacher empowerment and the approximation between College and School, as challenges faced during the initial formation of mathematics teachers. Thus, we consider that teacher empowerment promoves possibilities for a possible autonomy in the relation to the professional teacher (technical, reflective and critical intellectual). About the approximation between College and School, we will introduce the perspectives of partnership in the training of teachers, they are: directed, official and collaborative. From that understanding, we seek to introduce the contexts of formation closer to the reality of the teacher, seeking real possibilities of investigation, from the view of unity between theory and practice, research and training, College and Midle / High School. In this perspective, the theoretical and methodological framework brings, in its core, collaboration, critical reflection and the production of knowledge linked to its dialogical nature, which allows us to build a path in which these actions were able to contribute to the professionalization of the teacher, in order to enable the improvement of the necessary knowledge to search for ways and answers to the countless challenges and needs of his pedagogical action, putting in perspective a subject in a state of critical awareness and engaged in the transformation of his reality. Based on these discussions, the analyzes led us to conclude that it is necessary for the College to provide these professionals with an understanding of their true social role, in an attempt to understand critically their relation between the values and practices they operate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, considerando el contexto sociopolítico brasileño actual, presentamos temas como el empoderamiento de los docentes y la aproximación entre la Universidad y la Escuela, como desafíos enfrentados durante la formación inicial de los docentes de matemáticas. Por lo tanto, consideramos que el empoderamiento del docente muestra posibilidades de una posible autonomía en relación con el docente profesional (intelectual técnico, reflexivo y crítico). En cuanto a la aproximación entre la Universidad y la Escuela, aportaremos las perspectivas de colaboración en la formación de docentes, que son: dirigidas, oficiales y colaborativas. Con esta comprensión, buscamos acercar los contextos de formación a la realidad del profesor, buscando posibilidades reales de investigación, desde la perspectiva de la unidad entre teoría y práctica, investigación y formación, universidad y educación básica. En esta perspectiva, el marco teórico y metodológico aporta, en su núcleo, la colaboración, la reflexión crítica y la producción de conocimiento vinculado a su naturaleza dialógica, lo que nos permite construir un camino en el que dichas acciones pueden contribuir a la La profesionalización del profesor, a fin de permitir la mejora del conocimiento necesario para buscar formas y respuestas a los innumerables desafíos y necesidades de su acción pedagógica, imaginando un tema en un estado de conciencia crítica y comprometido en la transformación de su realidad. Con base en estas discusiones, los análisis nos llevaron a concluir que es necesario que la universidad brinde a estos profesionales una comprensión de su verdadero papel social, en un intento de comprendernos críticamente en relación con los valores y prácticas que operamos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Parceria]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Colaborativa.]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Partnership]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research.]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Sociedad]]></kwd>
<kwd lng="es"><![CDATA[Investigación colaborativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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