<?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>S2526-61362025000100122</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n16a23</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A imagem alfanumérica: uma antropologia discursiva da Educação Matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[La imagen alfanumérica: una antropología discursiva de la Educación Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The alphanumeric image: a discursive anthropology of Mathematics Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Rogério Santana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa examinou como linguagem, número e imagem interagem na Educação Matemática, discutindo que sua separação resulta de processos históricos e as implicações desse afastamento na escola e na opinião pública. Pela teoria discursiva de Michel Pêcheux e perspectivas antropológicas, analisam-se respostas de alto desempenho da OBMEP para compreender a articulação entre suas práticas linguísticas e numéricas. Os resultados indicam que a variação nos enunciados e sua amplitude cultural não afetam a precisão matemática. Organizou-se o artigo em quatro partes: 1) apresentação do argumento; 2) revisão de estudos sobre Matemática, cultura e linguagem; 3) análise das respostas da OBMEP; 4) sugestões para pesquisas futuras e estratégias educacionais, explorando interseções entre a BNCC e iniciativas colaborativas entre Matemática e Língua Portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación examinó cómo interactúan el lenguaje, el número y la imagen en la Educación Matemática, argumentando que su separación es resultado de procesos históricos. Se discuten las implicaciones de este distanciamiento dentro de la escuela y en la opinión pública. Basado en la teoría discursiva y las perspectivas antropológicas de Michel Pêcheux, analiza las respuestas OBMEP de alto rendimiento para comprender cómo se articulan sus prácticas lingüísticas y numéricas. Los resultados indican que la variación en las afirmaciones y su variedad cultural no afectan la precisión matemática. El artículo está organizado en cuatro partes: 1) presentación del argumento; 2) revisión de estudios sobre Matemáticas, cultura y lengua; 3) análisis de las respuestas de la OBMEP; y 4) sugerencias para futuras investigaciones y estrategias educativas, explorando intersecciones entre la BNCC e iniciativas de colaboración entre las Matemáticas y la Lengua Portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research examined how language, number, and image interact in Mathematics Education, arguing that their separation results from historical processes. It discusses the implications of this separation within schools and in public opinion. Based on Michel Pêcheux&#8217;s discursive theory and anthropological perspectives, it analyzes high-performing OBMEP answers to understand how their linguistic and numerical practices are articulated. The results indicate that variation in statements and their cultural variety do not affect mathematical accuracy. The article is organized into four parts: 1) presentation of the argument; 2) review of studies on Mathematics, culture, and language; 3) analysis of OBMEP responses; 4) suggestions for future research and educational strategies, exploring intersections between the BNCC and collaborative initiatives between Mathematics and Portuguese Language.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Antropologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Não Verbal]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="es"><![CDATA[Antropología]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Discurso]]></kwd>
<kwd lng="es"><![CDATA[No Verbal]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="en"><![CDATA[Anthropology]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Nonverbal]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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