<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000400298</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.224.07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A constituição de um projeto formativo: implicações para o professor que ensina matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Constitution of a formative project: Implications for the teacher who teaches math]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marco]]></surname>
<given-names><![CDATA[Fabiana Fiorezi de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</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"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Manoel Oriosvaldo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Maria do Carmo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>298</fpage>
<lpage>306</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000400298&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000400298&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000400298&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo discutir aspectos relativos a um projeto formativo na perspectiva da teoria histórico-cultural, envolvendo professores e futuros professores da Educação Básica que ensinam matemática e estudantes de pós-graduação. Constituiu-se a partir de uma pesquisa realizada no âmbito de um projeto financiado pelo Observatório da Educação/INEP/CAPES/Brasil. As análises dos dados mostram que, ao participar de um projeto formativo, os professores da Educação Básica se tornam autores de atividades de ensino, pois adquirem autonomia didático-pedagógica, rompendo com a falsa ideia de que podem ser considerados meros executores de propostas pensadas, única e exclusivamente, por especialistas da universidade. O projeto formativo também propiciou aos professores a aquisição de um modo geral de organização do ensino, em uma perspectiva humanizadora, a elaboração, a implementação e a avaliação de atividade de ensino como movimentos que os convidam a participar engajados no projeto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims at discussing aspects of a formative project from the cultural-historical theory perspective. The project involves Elementary Education teachers who teach, future teachers of mathematics and graduate students. It is constituted from a survey conducted under a project supported by the Education Observatory/INEP/CAPES/Brazil). The data analysis shows that, by participating in a formative project, Elementary Education teachers become authors of teaching activities by acquiring didactic and pedagogic autonomy, contrary to the false idea that they are mere executors of proposals thought by, only and exclusively, university experts. Furthermore, the formative project provides teachers with the acquisition of a general mode of teaching organization, in a humanizing perspective, the development, implementation, and evaluation of educational activity as movements that invite them to participate in an engaged way in the project.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores que ensinam matemática]]></kwd>
<kwd lng="pt"><![CDATA[atividade pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[projeto formativo]]></kwd>
<kwd lng="en"><![CDATA[teacher education of those who teach mathematics]]></kwd>
<kwd lng="en"><![CDATA[pedagogical activity]]></kwd>
<kwd lng="en"><![CDATA[formative project]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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