<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000200102</article-id>
<article-id pub-id-type="doi">10.14393/obv6n2.a2022-66639</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A organização do ensino de fração na Educação Básica a partir do movimento lógico-histórico]]></article-title>
<article-title xml:lang="en"><![CDATA[The organization of fraction teaching in Basic Education from the logical-historical movement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Maria do Carmo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000200102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo tem como objetivo discutir a necessidade de refletir, juntamente com professores de Matemática da Educação Básica, tanto nos cursos de licenciaturas, quanto nas escolas, as possibilidades de organizar o ensino de conceitos matemáticos, dentre eles o de fração a partir de situações desencadeadoras de aprendizagem que se fundamentem no movimento lógico-histórico do conceito. Nesse contexto, &#8220;a fração pode ser entendida pelo menos de duas formas: como técnica operatória ou como linguagem, pensamento, criatividade e leitura do mundo&#8221; (LIMA, 1998, s/p), quando se compreendem seus nexos conceituais, grandezas e medidas, os quais são constituídos historicamente pelos diversos grupos sociais e culturais. Tem-se como pressuposto que o movimento lógico-histórico do conceito pode ser entendido como perspectiva didática para o ensino de Matemática. É a partir desse movimento que os professores da Educação Básica, ao tratarem dos conceitos matemáticos em suas salas de aula, podem priorizar o pensamento teórico da fração, de modo que esse seja capaz de proporcionar o desenvolvimento dos educandos, conforme os pressupostos da teoria histórico-cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to discuss the need to reflect, together with teachers of Mathematics of Basic Education, both in undergraduate courses and in schools, the possibilities of organizing the teaching of mathematical concepts, among them fraction from learning triggering situations that are based on the logical-historical movement of the concept. In this context, &#8220;the fraction can be understood in at least two ways: as an operative technique or as language, thought, creativity and reading of the world&#8221; (LIMA, 1998, s/p) when one understands its conceptual concepts, quantities and measures, which are historically constituted by the various social and cultural groups. It is assumed that the logical-historical movement of the concept can be understood as a didactic perspective for the teaching of Mathematics. It is from this movement that the teachers of Basic Education, when dealing with mathematical concepts in their classrooms, can prioritize the theoretical thinking of the fraction, so that it is able to provide the development of students, according to the assumptions of historical-cultural theory.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Situações desencadeadoras de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento teórico]]></kwd>
<kwd lng="pt"><![CDATA[Teoria histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[Learning triggering situations]]></kwd>
<kwd lng="en"><![CDATA[Theoretical thinking]]></kwd>
<kwd lng="en"><![CDATA[Historical-cultural theory]]></kwd>
</kwd-group>
</article-meta>
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