<?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>S1665-24362017000100071</article-id>
<article-id pub-id-type="doi">10.12802/relime.17.2013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores dos primeiros anos em articulação com o contexto de prática de ensino de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Elementary teachers&#8217; professional Development in Interrelation with the context of mathematics teaching practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[João Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mata-Pereira]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velez]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Educação da Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Educação da Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto de Educação da Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto de Educação da Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362017000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362017000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362017000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo incide sobre um processo de formação conduzido numa perspetiva curricular de ensino exploratório, que valoriza a orientação para a prática e a reflexão coletiva entre os formandos. O seu objetivo é analisar as mudanças que os professores referem ter sentido nas suas perspetivas sobre o ensino e o modo como encaram a formação realizada. O quadro teórico tem por base uma conceção da prática profissional que assume como nucleares os conceitos de tarefa e comunicação e uma perspetiva da construção de dispositivos de formação baseada na abordagem exploratória. Os participantes são 19 professores, do 1.º ao 6.º ano de escolaridade. O estudo tem por base registos em diário de bordo, um questionário de resposta aberta e entrevistas. Os resultados mostram que, como consequência do trabalho realizado, os professores passaram a valorizar o ensino exploratório e as discussões coletivas e a assumir uma expectativa elevada sobre as capacidades dos alunos. Relativamente à formação destacam a ligação com a sua prática e os momentos de partilha de experiências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo se centra en un proceso de formación docente realizado en una perspectiva curricular de la enseñanza exploratoria, que valora la orientación para la práctica y la reflexión colectiva entre los participantes. Su objetivo es analizar los cambios que los maestros refieren sentir en sus perspectivas y prácticas de enseñanza y la forma en que miran la formación llevada a cabo. El marco teórico tiene como sustento una concepción de práctica profesional que asume el papel central de las nociones de tarea y comunicación y una perspectiva sobre la construcción de dispositivos formativos enmarcados en el abordaje exploratorio. Los participantes son 19 maestros de 1º a 6º ano de enseñanza. La recolección de datos es a través de registros de bitácoras diarias, un cuestionario de respuestas abiertas y entrevistas. Los resultados muestran que, como consecuencia del trabajo realizado, los profesores comenzaron a valorar la enseñanza exploratoria y las discusiones colectivas y a asumir una alta expectativa sobre las capacidades de los estudiantes. En cuanto a la formación destacan la conexión con su práctica y los momentos de intercambio de experiencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper focuses on a professional development process framed by an exploratory curricular perspective which values an orientation towards practice and the collective reflection among the participants. Its goal is to analyze the changes that teachers refer to have felt in their perspectives about teaching as well as how they regard the work carried out. The theoretical framework is based in a conception of professional practice that assumes the central role of the concepts of task and communication and a perspective about the design of professional development frameworks based on the exploratory approach. The participants are 19 teachers from grades 1 to 6. The study is based on a researcher&#8217;s journal, an open response questionnaire and interviews. The results show that the participants came to enhance exploratory learning and whole class discussions and to assume a high expectation regarding the students&#8217; abilities. Concerning the work carried out, the participants highlight the connection with their practice and the moments of sharing experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Cet article met l&#8217;accent sur un processus de formation réalisée dans une perspective d&#8217;enseignement exploratoire, que value une orientation vers la pratique et la réflexion collective parmi les participants. Notre but est d&#8217;analyser les changements qui les enseignants ont ressenti dans leurs points de vue sur d&#8217;enseignement et la façon dont ils regardent la formation effectuée. Le cadre théorique est fondée sur une conception de la pratique professionnelle que prend comme nucléaires les concepts de tâche et communication e une perspective de la construction de dispositifs de formation qui suivent l&#8217;approche exploratoire. Les participants sont 19 enseignants de 1er à 6ème année de l&#8217;école. L&#8217;étude est basée sur les enregistrements d&#8217;un journal de bord, un questionnaire à réponse ouverte et des entrevues. Les résultats montrent que, par suite du travail effectué, les enseignants valorise l&#8217;enseignement exploratoire et les discussions collectives et assument une forte expectative sur les capacités des élèves. En ce qui concerne la formation, ils soulignent le lien avec leur pratique et des moments de partage d&#8217;expériences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación de maestros]]></kwd>
<kwd lng="es"><![CDATA[Abordaje exploratorio]]></kwd>
<kwd lng="es"><![CDATA[Tareas]]></kwd>
<kwd lng="es"><![CDATA[Discusión colectiva]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Exploratory approach]]></kwd>
<kwd lng="en"><![CDATA[Tasks]]></kwd>
<kwd lng="en"><![CDATA[Whole class discussion]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação contínua]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem exploratória]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas]]></kwd>
<kwd lng="pt"><![CDATA[Discussão coletiva]]></kwd>
<kwd lng="fr"><![CDATA[Formation professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[Formation continue]]></kwd>
<kwd lng="fr"><![CDATA[Approche exploratoire]]></kwd>
<kwd lng="fr"><![CDATA[Tâches]]></kwd>
<kwd lng="fr"><![CDATA[Discussion collective]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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