<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000300267</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i64.1792</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma formação para EJA sobre educação financeira aportada na Etnomatemática e na Teoria da Aprendizagem Significativa]]></article-title>
<article-title xml:lang="en"><![CDATA[A training for EJA on financial education based on Ethnomathematics and the Theory of Meaningful Learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Capacitación para EJA sobre educación financiera basada en la Etnomatemática y la Teoría del Aprendizaje Significativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viana]]></surname>
<given-names><![CDATA[Wanderson Felix]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[José Roberto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rufino]]></surname>
<given-names><![CDATA[Maria Aparecida da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco (UPE)  ]]></institution>
<addr-line><![CDATA[Nazaré da Mata Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>64</numero>
<fpage>267</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000300267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000300267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000300267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo em questão é um recorte de uma pesquisa desenvolvida no âmbito do Mestrado Profissional em Educação da Universidade de Pernambuco (UPE), cujo intuito é a preparação de professores na criação de caminhos para intervenção na Educação de Jovens e Adultos. Neste estudo, além de uma fundamentação adequada em termos do objeto matemático de ensino, preconiza-se que o professor precisa ter o seu fazer docente aportado nos referenciais epistemológico e pedagógico, os quais só foram definidos após a análise das percepções de um grupo de seis professores que atuam nessa modalidade de ensino. O levantamento das compreensões dos professores sobre suas práticas docentes foi realizado por meio de um questionário diagnóstico e da elaboração/entrega de um plano de aula sobre Juros Simples na perspectiva de uma Educação Financeira. O propósito de modificar a realidade educacional a partir do olhar que os envolvidos têm sobre suas ações/interações remete a uma natureza investigativa de cunho qualitativo, no viés da pesquisa-ação. Como resultado, indica-se que uma formação pautada epistemologicamente na Etnomatemática e pedagogicamente no marco ausubeliano atenderia às necessidades dos participantes, corroborando a premissa inicial, trazida neste estudo, de aportar o fazer docente nos enfoques teóricos matemático, epistemológico e pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is part of a research carried out within the framework of the Professiona Master&#8217;s Degree in Education at the University of Pernambuco (UPE), which purpose is to prepare teachers to create ways to intervene in Youth and Adult Education. In this study in addition to an adequate substantiation in terms of the mathematical object of teaching, it is recommended that the teacher needs to have his teaching work supported by epistemological and pedagogica references that were only defined after analyzing the perceptions of a group of six teachers who work in this teaching modality. The survey of teachers&#8217; understandings about their teaching practices was carried out through a diagnostic questionnaire and the elaboration/delivery of a esson plan on Simple Interest in the perspective of Financial Education. The purpose of modifying the educational reality from the point of view that those involved have on their actions/interactions refers to a qualitative investigative nature, in the bias of the action-research. As a result, it is ndicated that training based epistemologically on Ethnomathematics and pedagogically on the Ausubelian framework would meet the needs of the participants, corroborating the initia premise, brought in this study, of contributing to teaching in mathematical, epistemological and pedagogical theoretical approaches.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo en cuestión es un recorte de una pesquisa desarrollada en el ámbito de la Maestría Profesional en Educación de la Universidad de Pernambuco (UPE), cuyo objetivo es la preparación de profesores en la creación de caminos para intervenir en la Educación de Jóvenes y Adultos. En este estudio, además de una fundamentación adecuada en términos del objeto matemático de la enseñanza, sugiere que el profesor necesite estar, en su práctica docente, aportado en referenciales epistemológico y pedagógico que solo fueran definidos posterior análisis de las percepciones de un grupo de seis profesores que actúan en esta modalidad de la enseñanza. El levantamiento de los entendimientos de los profesores sobre sus prácticas docentes fue realizado a través de un cuestionario diagnóstico y de la elaboración/devolución de un plan de clase sobre Juros Simples en la perspectiva de una Educación Financiera. El propósito de modificar la realidad educacional a partir de una mirada que los involucrados poseen sobre sus acciones/interacciones, remite a una naturaleza investigativa de carácter cualitativo, en lo que sugiere pesquisa-acción. Como resultado, es posible indicar que una formación pautada epistemológicamente en la Etnomatemática y pedagógicamente en el marco ausubeliano atendería las necesidades de los participantes, ratificando la premisa inicial, presentada en este estudio, de aportar la práctica docente en enfoques teóricos matemático, epistemológico y pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Etnomatemática]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa ausubeliana]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="en"><![CDATA[Ethnomathematics]]></kwd>
<kwd lng="en"><![CDATA[ausubelian meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="es"><![CDATA[Etnomatemática]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo ausubeliano]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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