<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792024000100116</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v20i51.14712</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DO ENREDO À PASSARELA DA PESQUISA NARRATIVA: OS SABERES EXPERIENCIAIS NA DOCÊNCIA EM MATEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[FROM THE PLOT TO THE RUNWAY OF NARRATIVE RESEARCH: EXPERIENTIAL KNOWLEDGE IN MATHEMATICS TEACHING]]></article-title>
<article-title xml:lang="es"><![CDATA[DE LA ARGUMENTO A LA PASARELA DE LA INVESTIGACIÓN NARRATIVA: EL CONOCIMIENTO EXPERIENCIAL EN LA ENSEÑANZA DE LAS MATEMÁTICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[André Ricardo Lucas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Sertão Pernambucano  ]]></institution>
<addr-line><![CDATA[Santa Maria da Boa Vista Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792024000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792024000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792024000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O trabalho aborda narrativas de professores/as do Instituto Federal do Sertão Pernambucano sobre as aprendizagens experienciais do ensino de matemática tecido no cotidiano da docência. Por esta perspectiva, o artigo tem como objetivo compreender como as aprendizagens experienciais da docência em matemática emergem narrativamente dos processos de formação. O estudo é de natureza qualitativa, por acreditar que o sujeito e a realidade formativa são concebidos como indissociáveis, e na abordagem da pesquisa narrativa caracterizada por se tratar de um processo compreensivo/interpretativo das narrativas e experiências de sete colaboradores que atuam como professores de matemática do Ensino Médio no Instituto Federal do Sertão Pernambucano. O dispositivo de pesquisa foi o ateliê reflexivo, desenvolvido em seis sessões. Ao considerar tal dispositivo para este estudo, valorizou-se o ato de narrar, pois é por meio da narrativa que se tem possibilidades de entender a vida e o mundo em sua complexidade. Na medida em que se narra, o sujeito é provocado a refletir criticamente sobre os fatos da experiencia e, por isso mesmo, estes se tornam acontecimentos porque estão impregnados de significações. Os resultados permitem concluir que as aprendizagens experienciais da docência em matemática tecem-se nas micro relações formativas que os professores desenvolvem por habitar a profissão docente no cotidiano escolar, produzindo saberes e experiências do vivido. O trabalho revelou, ainda, que há preocupação dos professores com as condições de aprender dos estudantes e um ensino que esteja articulado ao cotidiano e às necessidades formativas dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The work addresses narratives from teachers at the Federal Institute of Sertão Pernambucano about the experiential learning of mathematics teaching woven into the daily teaching routine. From this perspective, the article aims to understand how experiential learning from teaching mathematics emerges narratively from training processes. The study is qualitative in nature, believing that the subject and the formative reality are conceived as inseparable, and in the approach of narrative research characterized by being a comprehensive/interpretive process of the narratives and experiences of seven collaborators who work as mathematics teachers High School at the Federal Institute of Sertão Pernambucano. The research device was the reflective studio, developed in six sessions. When considering such a device for this study, the act of narrating was valued, as it is through narrative that one has the possibility of understanding life and the world in its complexity. As it is narrated, the subject is provoked to critically reflect on the facts of the experience and, for this very reason, these become events because they are imbued with meanings. The results allow us to conclude that the experiential learning of teaching mathematics is woven into the micro formative relationships that teachers develop by inhabiting the teaching profession in everyday school life, producing knowledge, and lived experiences. The work also revealed that teachers are concerned about students' learning conditions and teaching that is linked to the students' daily life and training needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El trabajo aborda narrativas de profesores del Instituto Federal del Sertão Pernambucano sobre el aprendizaje experiencial de la enseñanza de las matemáticas entretejido en la rutina diaria de enseñanza. Desde esta perspectiva, el artículo pretende comprender cómo el aprendizaje experiencial a partir de la enseñanza de las matemáticas emerge narrativamente de los procesos formativos. El estudio es de carácter cualitativo, creyendo que el sujeto y la realidad formativa se conciben como inseparables, y en el enfoque de investigación narrativa se caracteriza por ser un proceso integral/interpretativo de las narrativas y vivencias de siete colaboradores que se desempeñan como docentes de matemáticas de secundaria. en el Instituto Federal del Sertão Pernambucano. El dispositivo de investigación fue el estudio reflexivo, desarrollado en seis sesiones. Al considerar tal dispositivo para este estudio, se valoró el acto de narrar, ya que es a través de la narrativa que se tiene la posibilidad de comprender la vida y el mundo en su complejidad. A medida que se narra, se provoca que el sujeto reflexione críticamente sobre los hechos de la experiencia y, por eso mismo, estos se convierten en eventos porque están imbuidos de significados. Los resultados nos permiten concluir que el aprendizaje experiencial de la enseñanza de las matemáticas está entretejido en las relaciones micro formativas que los docentes desarrollan al habitar la profesión docente en la vida escolar cotidiana, produciendo conocimientos y experiencias vividas. El trabajo también reveló que los docentes están preocupados por las condiciones de aprendizaje de los estudiantes y por una enseñanza vinculada a la vida diaria y las necesidades de formación de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="pt"><![CDATA[docência em matemática]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagens experienciais]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="en"><![CDATA[teaching mathematics]]></kwd>
<kwd lng="en"><![CDATA[experiential learning]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa]]></kwd>
<kwd lng="es"><![CDATA[enseñar matemáticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje experimental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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