<?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>S1665-24362019000100011</article-id>
<article-id pub-id-type="doi">10.12802/relime.19.2211</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições de um processo formativo para o desenvolvimento profissional dos professores envolvidos]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of a formative process for the professional development of teachers involved]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Eurivalda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrazina]]></surname>
<given-names><![CDATA[Lurdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa UIDEF ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>11</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362019000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362019000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362019000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo analisar as perspetivas das professoras sobre um processo formativo de que participaram e como esse processo contribui para o seu desenvolvimento profissional. O estudo refere-se a um projeto de formação de 17 professoras, do 1º ao 9º ano de escolaridade, realizado pelo Grupo de Pesquisa em Educação Matemática, Estatística e em Ciências (GPEMEC) e tem por base fichas de avaliação da formação, questionário avaliativo final e entrevista semiestruturada. A formação tinha por finalidade intervir na prática dos professores nos eixos de conhecimento curricular da matemática: Tratamento da Informação e Geometria. Os resultados apontam que as professoras reconhecem que o processo formativo proporciona benefícios para a sua prática em sala de aula, traz desafios para a sua própria aprendizagem e a do estudante, superação de dificuldades, melhorias da prática e reflexões sobre o ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar las perspectivas que las profesoras hacen sobre un proceso formativo en el que participaron y cómo ese proceso contribuye a su desarrollo profesional. El estudio se refiere a un proyecto de formación de 17 profesoras, del primero al noveno año de escolaridad realizado por el Grupo de Investigación en Educación Matemática, Estadística y en Ciencias (GPEMEC). Los datos fueron recogidos en fichas de evaluación de formación (al final de cada sesión de trabajo), cuestionario de evaluación final y entrevistas semiestructuradas. La formación tenía como objetivo intervenir en la práctica de los profesores en los ejes de conocimiento curricular de las matemáticas: Estadística y Geometría. Los resultados apuntan a que las profesoras reconocen que el proceso formativo trae beneficios para su práctica en el aula, representa desafíos para su propio aprendizaje y la del estudiante, además de ayudarlas en la superación de dificultades, mejoras en sus prácticas y reflexiones sobre la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the perspectives of the teachers about a formative process, in which they participated, and how this process contributes to their professional development. The research refers to an education project of 17 female teachers, from the 1st to the 9th year of schooling, carried out by the Mathematics, Statistics and Sciences Education Research Group (GPEMEC). The analyzed data were collected through the training evaluation sheets (at the end of each working session), the final evaluation questionnaire and semi-structured interviews. The purpose of the education was to intervene in teachers&#8217; practice in the axes of curricular knowledge of mathematics: Information Processing and Geometry. The results show that the teachers recognize that the education process elicits benefits for their classroom practice, bring challenges to their own learning and that of the student, overcoming difficulties, improvement of practice and reflections on teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article vise analyser les perspectives des enseignantes sur un processus de formation, auquel elles ont participé, et comment ce processus contribue à leur développement professionnel. L&#8217;étude fait référence à un projet de formation de 17 enseignants, du 1er au 9e année de l&#8217;école primaire, effectué par le Groupe de Recherche sur l&#8217;Education Mathématiques, Statistiques et des Sciences (GPEMEC). Les données ont été recueillies en fiches d&#8217;évaluation de formation (à la fin de chaque session de travail), questionnaire final évaluative et entretiens semi-structurées. La formation était pour le but, d&#8217;intervenir dans la pratique des enseignants par apport aux connaissances curriculaires des mathématiques: Traitement de l&#8217;information et la Géométrie. Les résultats montrent que les enseignants reconnaissent que le processus de formation énumère les avantages pour leurs pratiques en classe, apporte des défis pour leur propre apprentissage et des étudiants, surmonter les difficultés, améliorations des pratiques et des réflexions sur l&#8217;enseignement.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Processo formativo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento didático]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento curricular da matemática]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Proceso formativo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento didáctico]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento curricular de las matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Formative process]]></kwd>
<kwd lng="en"><![CDATA[Didactical knowledge]]></kwd>
<kwd lng="en"><![CDATA[Curricular knowledge of mathematics]]></kwd>
<kwd lng="fr"><![CDATA[Développement professionnel]]></kwd>
<kwd lng="fr"><![CDATA[Processus de formation]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances didactiques]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances curriculaires des mathématiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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