<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362020000100133</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202034</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada de professores, desenvolvimento profissional e conhecimento matemático na Educação Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing teacher education, professional development and mathematical knowledge in Childhood Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stehling]]></surname>
<given-names><![CDATA[Denise França]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conti]]></surname>
<given-names><![CDATA[Keli Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Secretaria Municipal de Educação de Belo Horizonte  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>4</volume>
<numero>10</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362020000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo busca apresentar os resultados de uma pesquisa desenvolvida no âmbito de um mestrado profissional em Educação, de uma universidade federal brasileira. A partir da pesquisa, desenvolvida numa abordagem qualitativa, destacamos aqui algumas reflexões sobre a formação continuada de professores, o desenvolvimento profissional e o conhecimento matemático na Educação Infantil. Nessa perspectiva, com o objetivo de evidenciarmos os saberes e conhecimentos matemáticos e metodológicos mobilizados, reconhecidos e ressignificados por professoras quando se reúnem num grupo de estudos, optamos por trazer os registros das práticas envolvendo Grandezas e Medidas. O plano de trabalho de campo e os instrumentos de registros de informações compreenderam a formação do grupo de professoras, aplicação de questionários em alguns momentos, encontros periódicos de formação, discussão, planejamento e registro. Analisamos que os saberes e conhecimentos matemáticos e metodológicos foram mobilizados, e outras aprendizagens como conhecimento curricular, durante a constituição e continuidade do grupo de estudos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article seeks to present the results of a research developed within the scope of a professional master's degree in Education, from a Brazilian federal university. From the research, developed in a qualitative approach, we highlight here some reflections on the continuing education of teachers, professional development and mathematical knowledge in Early Childhood Education. And in this perspective, in order to highlight the mathematical and methodological knowledge and knowledge mobilized, recognized and re-signified by teachers when there is a study group, we chose to bring the records of the study practices Quantities and Measures. The field work plan and the information recording instruments include the formation of the group of teachers, the application of questionnaires in some moments, the periodic meetings of training, discussion, planning and registration. Analyze that the mathematical and methodological knowledge and knowledge were mobilized, and as other learnings such as curricular knowledge, during the constitution and continuity of the study group.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Childhood education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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