<?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>S2526-76472024000100206</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-21</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A natureza do conhecimento matemático e a dimensão histórica do conceito na organização do ensino para uma aprendizagem significativa]]></article-title>
<article-title xml:lang="es"><![CDATA[La naturaleza del conocimiento matemático y la dimensión histórica del concepto en la organización de la enseñanza para un aprendizaje significativo]]></article-title>
<article-title xml:lang="en"><![CDATA[The nature of mathematical knowledge and the historical dimension of the concept in the organization of teaching for meaningful learning1]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gladcheff]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Neusa Maria Marques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFSCar  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Procuramos evidenciar neste artigo, a partir dos fundamentos da Teoria Histórico- Cultural e de resultados de nossas pesquisas, como uma situação de ensino organizada com base no movimento lógico-histórico do conceito viabiliza processos de aprendizagem significativa. Consideramos o conhecimento matemático como produto humanamente construído, resultado de práticas da vida social e que a criança, ao atribuir sentido às ideias compartilhadas em tais práticas, vai se apropriando de significados sociais construídos historicamente, aprende e se desenvolve estabelecendo relações e criando novas ideias. Decorrente de nossos estudos sobre os nexos conceituais do conceito de medida, os quais são definidos como elo entre os conceitos e que se encontram fixados pelo movimento lógico-histórico do conceito, desenvolvemos uma breve análise a partir de uma situação desencadeadora de aprendizagem desenvolvida com alunos da educação infantil para o trabalho com este conceito e pontuamos como as relações humanas mediadas pelos instrumentos culturais historicamente produzidos são imprescindíveis para que aprendizagens significativas ocorram desde o início da escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo procuramos evidenciar, a partir de los fundamentos de la Teoría Histórico Cultural y de los resultados de nuestra investigación, cómo una situación de enseñanza organizada a partir del movimiento lógico-histórico del concepto posibilita procesos de aprendizaje significativos. Consideramos que el conocimiento matemático es un producto humanamente construido, resultado de prácticas de vida social y que el niño, al atribuir significado a las ideas compartidas en dichas prácticas, se apropia de significados sociales históricamente construidos, aprende y se desarrolla estableciendo relaciones y creando nuevas ideas. Como resultado de nuestros estudios sobre el nexo conceptual del concepto de medida, que se define como un vínculo entre conceptos y que está fijado por el movimiento lógico-histórico del concepto, hemos desarrollado un breve análisis basado en una situación de aprendizaje desencadenante desarrollada con alumnos de educación infantil para trabajar con este concepto y señalamos cómo las relaciones humanas mediadas por instrumentos culturales producidos históricamente son esenciales para que se desarrolle un aprendizaje significativo desde el inicio de la escolarización.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, based on the foundations of Cultural-Historical Theory and our research findings, we aim to demonstrate how a teaching situation organized based on the logical-historical movement of the concept enables meaningful learning processes. We consider mathematical knowledge to be a humanly constructed product, the result of social life practices, and that the child, by attributing meaning to the ideas shared in such practices, appropriates historically constructed social meanings, learns, and develops by establishing relations and creating new ideas. As a result of our studies on the conceptual nexus of the concept of measurement, which is defined as a link between concepts and which is fixed by the logical-historical movement of the concept, we have developed a brief analysis based on a triggering learning situation developed with early childhood education students to work with this concept and we point out how human relations mediated by historically produced cultural instruments are essential for meaningful learning to take place from the beginning of schooling.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Movimento lógico-histórico do conceito]]></kwd>
<kwd lng="pt"><![CDATA[Organização do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Atividade de ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Nexos conceituais de medida]]></kwd>
<kwd lng="pt"><![CDATA[Situação-problema]]></kwd>
<kwd lng="es"><![CDATA[Movimiento lógico-histórico del concepto]]></kwd>
<kwd lng="es"><![CDATA[Organización de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Actividad de enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Nexo conceptual de la medida]]></kwd>
<kwd lng="es"><![CDATA[Situación problemática]]></kwd>
<kwd lng="en"><![CDATA[Logical-historical movement of the concept]]></kwd>
<kwd lng="en"><![CDATA[Teaching organization]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching activity]]></kwd>
<kwd lng="en"><![CDATA[Conceptual nexus of measurement]]></kwd>
<kwd lng="en"><![CDATA[Problem situation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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