<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362016000200217</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1924</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Seres humanos - com - internet ou internet - com - seres humanos: uma troca de papéis?]]></article-title>
<article-title xml:lang="en"><![CDATA[Humans - with - internet or internet - with - humans: an exchange of function?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souto]]></surname>
<given-names><![CDATA[Daise Lago Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borba]]></surname>
<given-names><![CDATA[Marcelo De Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>217</fpage>
<lpage>242</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362016000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362016000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362016000200217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é analisar possíveis influências da internet na produção matemática a distância online e discutir as inter-relações entre atores humanos e não humanos envolvidos nessa produção. Para tanto, nos baseamos no exame de dados empíricos produzidos em um curso de Educação Matemática para professores e fundamentamos em uma vertente da teoria da atividade e no construto seres - humanos - com - mídias. Como ferramenta de análise utilizamos a noção de miniciclones de transformações expansivas. Os resultados indicaram durante o fazer Matemática online a internet desempenhou dois papéis: artefato e comunidade. Esse duplo desempenho contribuiu para a transformação dos motivos da atividade e também alavancou movimentos distintos. Também verificamos que atores humanos e não humanos se inter-relacionam de tal forma que ambos podem desempenhar os mesmos papéis em um sistema de atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de este artículo es analizar posibles influencias de internet en la producción de las Matemáticas a distancia, en línea y discutir las interrelaciones entre actores humanos y no humanos involucrados en esta producción. Para ello, contamos con el análisis de datos empíricos producidos en un curso de educación Matemática para profesores. La discusión se basa en un aspecto de la teoría de la actividad y el constructo seres - humanos - con - medios. Como herramienta de análisis utilizamos la noción de miniciclones de transformaciones expansivas. Los resultados indicaron que en el sistema de actividad constituido durante el hacer matemáticas en línea, internet jugó dos papeles: como artefacto y como comunidad. Esta doble actuación contribuyó a la transformación de los motivos de la actividad y también favoreció distintos movimientos. También encontramos que actores humanos y no humanos se interrelacionan de tal manera que ambos pueden desempeñar las mismas funciones en un sistema de actividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to analyze possible influences of internet on mathematics online distance production and discuss the interrelationships between human and non - human actors involved in this production. To this end, we analyze of empirical data produced in a Mathematical education course for teachers. The discussion is based on an approach of the theory of activity and on construct humans - with - media. As analysis tool we use the notion of expansive transformation miniciclones. The results indicated that the activity constituted during the "doing" math online the internet played two roles: artifact and community. This double performance contributed to the transformation of the grounds of the activity and also leveraged distinct movements. Also we find that human and non - human actors interrelate in such a way that both can play the same roles in a system of activity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Le but de cet article est d'analyser les influences possibles d'internet sur la production d'Mathématiques en ligne à distance et discuter des liens entre les acteurs humains et non humains impliqués dans cette production. À cette fin, nous appuyons sur le examen de données empiriques produites dans un cours d'éducation mathématique pour les enseignants. La discussion repose sur un aspect de la théorie de l'activité et les construct êtres - humains - avec - médias. Comme outil d'analyse, nous utilisons la notion de transformation expansive miniciclones. Les résultats indiquent que l'activité a constitué durant le calcul en ligne internet a joué deux rôles : artefact et communautaire. Cette double performance a contribué à la transformation des motifs de l'activité et également mobilisé mouvements distincts. Aussi, nous constatons que humains et non - humains acteurs sont reliés entre eux de telle sorte que les deux peuvent jouer le même rôle dans un système d'activité.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[teoría de la actividad]]></kwd>
<kwd lng="es"><![CDATA[seres - humanos - con - medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia en línea]]></kwd>
<kwd lng="es"><![CDATA[transformaciones expansivas]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[theory of activity]]></kwd>
<kwd lng="en"><![CDATA[humans - with - media]]></kwd>
<kwd lng="en"><![CDATA[distance education Online]]></kwd>
<kwd lng="en"><![CDATA[expansive transformations]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[teoria da atividade]]></kwd>
<kwd lng="pt"><![CDATA[seres - humanos - com - mídias]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância Online]]></kwd>
<kwd lng="pt"><![CDATA[transformações expansivas]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[théorie de l'activité]]></kwd>
<kwd lng="fr"><![CDATA[les êtres humains - avec - médias]]></kwd>
<kwd lng="fr"><![CDATA[enseignement à distance en ligne]]></kwd>
<kwd lng="fr"><![CDATA[transformations expansives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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