<?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>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972018000100227</article-id>
<article-id pub-id-type="doi">10.5965/01045962v27n642018227</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de EJA e de Educação Matemática de formadores de professores e suas repercussões na formação continuada]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions of EJA and Mathematics Education of teacher trainers and their repercussions on continuing education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brunelli]]></surname>
<given-names><![CDATA[Osinéia Albina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Darsie]]></surname>
<given-names><![CDATA[Marta Maria Pontin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>27</volume>
<numero>64</numero>
<fpage>227</fpage>
<lpage>250</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972018000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972018000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972018000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo &#233; apresentar a an&#225;lise das concep&#231;&#245;es de Educa&#231;&#227;o de Jovens e Adultos (EJA), de ensino e de aprendizagem de matem&#225;tica de quatro formadores de professores dos CEFAPROs e verificar as poss&#237;veis implica&#231;&#245;es de suas concep&#231;&#245;es na forma&#231;&#227;o continuada por eles realizada. O m&#233;todo de pesquisa utilizado foi o qualitativo com an&#225;lise interpretativa. Os dados foram coletados por meio de question&#225;rios, documentos e entrevistas semiestruturadas. A investiga&#231;&#227;o revelou que os formadores possuem concep&#231;&#245;es que contribuem para uma s&#243;lida forma&#231;&#227;o em educa&#231;&#227;o matem&#225;tica na EJA. No entanto, atualmente os formadores n&#227;o ministram forma&#231;&#227;o em educa&#231;&#227;o matem&#225;tica para esse p&#250;blico. Ou seja, os professores da rede p&#250;blica estadual de Mato Grosso que atuam nessa modalidade de ensino, n&#227;o participam de forma&#231;&#227;o continuada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to present the analysis of the conceptions of Youth and Adult Education (EJA), of teaching and learning of mathematics of four CEFAPROS teachers&#8217; trainers, and to verify the possible implications of their conceptions in their continuing education. The research method used was the qualitative one with interpretative analysis. Dice were collected through questionnaires, documents and semi-structured interviews. Research has revealed that trainers have conceptions that contribute to a strong background in mathematics education in the EJA. However, the trainers do not currently provide training in mathematics education at the EJA. That is, the teachers of the state public network of Mato Grosso who work in this type of education do not participate in continuing education]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="en"><![CDATA[EJA]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
