<?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>S2526-61362020000100134</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202035</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um estudo sobre a identidade profissional de futuros professores de Matemática no Estágio Curricular Supervisionado]]></article-title>
<article-title xml:lang="en"><![CDATA[A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship]]></article-title>
<article-title xml:lang="es"><![CDATA[Un estudio sobre la identidad profesional de los futuros maestros de Matemáticas en la Práctica Curricular Supervisada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Cirléia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Celi Espasandin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Cruzeiro do Sul Programa de Pós-Graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ São Paulo]]></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=S2526-61362020000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar os indícios constitutivos da identidade profissional de futuros professores de Matemática ao participarem de um grupo de estudos no âmbito do Estágio Curricular Supervisionado. A pesquisa, de cunho qualitativo, foi realizada em 2019 numa escola pública de Formiga (MG) e contou com a participação de dois alunos de um curso de Licenciatura em Matemática e seus supervisores de Estágio. Os dados discutidos neste texto foram produzidos por meio de narrativas escritas dos estagiários, gravações em áudio e vídeo dos encontros, avaliação e autoavaliação feita pelos licenciandos. As experiências formativas, vivenciadas pelos licenciandos nos estágios e no grupo de estudos, contribuíram para a manifestação de aspectos da identidade docente, como: emoção, autoconhecimento, autonomia e compromisso político. Também evidenciaram a importância de contextos formativos para o desenvolvimento da identidade profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar la evidencia constitutiva de la identidad profesional de los futuros maestros de Matemáticas al participar en un grupo de estudio dentro del alcance de la Práctica Curricular Supervisada. La investigación cualitativa se llevó a cabo en 2019 en una escuela pública en Formiga (MG), con la participación de dos estudiantes de un curso de Licenciatura en Matemáticas y sus supervisores de pasantías. Los datos discutidos en este texto fueron producidos a través de narraciones escritas de los pasantes, grabaciones de audio y video de las reuniones, evaluación y autoevaluación realizadas por los estudiantes de pregrado. Las experiencias formativas, experimentadas por los graduados en las pasantías y en el grupo de estudio, contribuyeron a la manifestación de aspectos de la identidad docente, tales como: emoción, autoconocimiento, autonomía y compromiso político. También destacaron la importancia de los contextos formativos para el desarrollo de la identidad profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Curricular Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teachers Education]]></kwd>
<kwd lng="en"><![CDATA[Supervised Curricular Internship]]></kwd>
<kwd lng="en"><![CDATA[Professional identity]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial de profesores de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Prácticas supervisadas]]></kwd>
<kwd lng="es"><![CDATA[Identidad professional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[O estágio supervisionado como oportunidade de desenvolvimento profissional para futuros professores de Matemática]]></article-title>
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