<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000300103</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n3a04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que dizem os memoriais de formação de estudantes da licenciatura em Matemática?]]></article-title>
<article-title xml:lang="en"><![CDATA[What do training students' memorials of Mathematics degree say?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué dicen los memoriales de formación de estudiantes de grado en Matemáticas?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fioreze]]></surname>
<given-names><![CDATA[Leandra Anversa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000300103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa objetivou responder: o que dizem os memoriais relatados pelos estudantes de um quarto semestre de licenciatura em Matemática da UFRGS sobre experiências que impactam a trajetória de formação? Os memoriais foram construídos no segundo semestre de 2018 e relatam as experiências e vivências dos estudantes durante a Educação Básica até cursar o quarto semestre da Licenciatura em Matemática. A pesquisa utilizou a técnica de análise de conteúdo de Bardin o que resultou em quatro categorias finais sendo &#8220;experiências com professores&#8221; e &#8220;experiências de ser professor&#8221; as que tiveram maior frequência. Essas experiências consideram o que é ser um bom professor, como ensinar, o domínio de conteúdo, a afetividade e o envolvimento do aluno em sua aprendizagem. Observa-se que as quatro categorias se entrelaçam, o que é próprio de uma formação que é complexa e cheia de desafios e encantos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research aimed to answer: what do the memorials reported by the students of a fourth semester of Mathematics degree at UFRGS say about experiences that impact the degree&#8217;s trajectory? The memorials were built during the second semester of 2018, and they describe the experiences and routine of these students from basic school until the fourth semester of Mathematics degree. The research used the Bardin&#8217;s content analysis technique (1977), resulting in four final categories, being &#8220;experiences with teachers&#8221; and &#8221;experiences of being a teacher&#8221; the most frequent ones. These experiences consider what means to be a good teacher, how to teach, the knowledge about the content to be lectured, the afectivity and involviment of the student during the learning process. It is observable that the four categories correlate, which happens due to a process of formation that is complex and full of challenges and enchants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación tuve como objetivo contestar la pregunta: ¿qué dicen los memoriales relatados por los estudiantes de grado en Matemáticas de la UFRGS sobre experiencias que impactan el trayecto de formación? Los memoriales fueron elaborados en el segundo semestre de 2018 y informan las experiencias y vivencias de los estudiantes durante la Educación Básica hasta cursar el cuarto semestre de la graduación en Matemáticas. La investigación utilizo la técnica de análisis de contenido de Bardín (1977), resultando en cuatro categorías finales, siendo las que obtuvieron mayor frecuencia Experiencias con maestros y Experiencias de ser maestro. Esas experiencias consideran lo que es ser un buen maestro, como enseñar, el saber de los contenidos, la afectividad y el envolvimiento del alumno con su aprendizaje. Se observa que las cuatro categorías se entrelazan, lo que es propio de una formación que es compleja y llena de desafíos y encantos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Memoriais de Formação]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura em Matemática]]></kwd>
<kwd lng="en"><![CDATA[Graduation Memorials]]></kwd>
<kwd lng="en"><![CDATA[Content Analisys]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Degree]]></kwd>
<kwd lng="es"><![CDATA[Memoriales de Formación]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Contenido]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Graduación en Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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