<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000100167</article-id>
<article-id pub-id-type="doi">10.21814/rpe.20709</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagens profissionais de professores sobre o ensino de estatística suscitadas por reflexões na análise de um caso multimédia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; professional learning about the teaching of Statistics raised by reflections on the analysis of a multimedia case]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje profesional de docentes sobre la enseñanza de estadísticas planteadas por reflexiones en el análisis de un caso multimedia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estevam]]></surname>
<given-names><![CDATA[Everton José Goldoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cyrino]]></surname>
<given-names><![CDATA[Márcia Cristina de Costa Trindade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Hélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>167</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000100167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo busca compreender as aprendizagens profissionais de professores acerca do ensino de Estatística, evidenciadas nas reflexões suscitadas na análise de um caso multimédia assente em uma prática de ensino exploratório envolvendo o conceito de média aritmética. Os seis professores participantes de um programa de formação no Brasil, em foco neste artigo, analisaram episódios do referido caso centrados em: (i) manifestação pelos alunos de componentes do pensamento estatístico e (ii) ações do professor na promoção do pensamento estatístico dos alunos. O quadro teórico que orienta a análise interpretativa dos dados produzidos, principalmente por observação participante, combina a noção de noticing e três níveis de reflexão sobre a prática: descritiva, fundamentada e crítica. Os resultados revelam mudanças na natureza e incidência das reflexões dos professores sobre: conceitos estatísticos e a natureza do conhecimento estatístico; modos de encaminhar uma aula de estatística; e a plausibilidade da efetivação de práticas semelhantes em seus contextos de trabalho. A natureza das interações e dos episódios do caso, as questões problematizadoras presentes, a dimensão cooperativa da exploração e o planeamento intencional emergem como aspetos centrais do dispositivo de formação favorecedores dessas mudanças. Conclui-se, assim, que contextos de formação com tais características podem contribuir para a aprendizagem profissional do professor no campo da Educação Estatística, uma vez que promovem a sua capacidade de noticing orientada para os temas propostos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to understand teachers&#8217; professional learning about the teaching of Statistics, evidenced in the reflections elicited by the analysis of a multimedia case based on exploratory teaching practice involving the concept of the average. The six teachers participating in an in-service teacher program, in Brazil, focused on in this article, analysed episodes of the referred case focused on: (i) manifestation by students of components of statistical thinking, and (ii) actions of the teacher in promoting students&#8217; statistical thinking. The theoretical framework that guides the interpretative analysis of the data produced, mainly by participant observation, combines the notion of noticing and three levels of reflection on the practice: descriptive, grounded and critical. The results reveal changes in the nature and incidence of teachers&#8217; reflections about: statistical concepts and the nature of statistical knowledge; ways of conducting a statistics class; and the plausibility of adopting similar practices by themselves. The nature of interactions and episodes in the case, the guiding questions, the cooperative dimension of exploration, and the intentional planning appear as central aspects of the in-service teacher programme that support those changes. It is concluded, therefore, that teacher education contexts with such characteristics can contribute to teacher&#8217;s professional learning in the field of Statistics Education, insofar as they promote their noticing skill oriented to the proposed themes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio busca comprender el aprendizaje profesional de los docentes sobre la enseñanza de la Estadística, evidenciado en las reflexiones generadas en el análisis de un caso multimedia basado en una práctica docente exploratoria que involucra el concepto de media aritmética. Los seis docentes que participan en un programa de capacitación, en Brasil, foco central en este artículo, analizaron episodios del caso referido centrados en: (i) la manifestación por parte de los alumnos de componentes del pensamiento estadístico y (ii) las acciones del docente en la promoción del pensamiento estadístico de los alumnos. El marco teórico que guía el análisis interpretativo de los datos producidos, principalmente por observación participante, combina la noción de noticing y tres niveles de reflexión sobre la práctica: descriptiva, fundamentada y crítica. Los resultados revelan cambios en la naturaleza e incidencia de las reflexiones de los docentes sobre: &#8203;&#8203;conceptos estadísticos y la naturaleza del conocimiento estadístico; formas de gestionar una clase de estadísticas; y la posibilidad de implementar prácticas similares en sus contextos de aula. La naturaleza de las interacciones y los episodios del caso, las preguntas orientadoras, la dimensión cooperativa de la exploración y la planificación intencional emergen como aspectos centrales del dispositivo de capacitación que favorecen estos cambios. Se concluye, por lo tanto, que los contextos de formación con tales características pueden contribuir al aprendizaje profesional del profesor en el campo de la Estadística, en la medida en que promueven su capacidad de noticing orientada a los temas propuestos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação estatística]]></kwd>
<kwd lng="pt"><![CDATA[pensamento estatístico]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[capacidade de noticing dos professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino exploratório]]></kwd>
<kwd lng="en"><![CDATA[Statistics education]]></kwd>
<kwd lng="en"><![CDATA[statistical thinking]]></kwd>
<kwd lng="en"><![CDATA[in-service teacher education]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; noticing]]></kwd>
<kwd lng="en"><![CDATA[exploratory teaching practice]]></kwd>
<kwd lng="es"><![CDATA[Educación estadística]]></kwd>
<kwd lng="es"><![CDATA[pensamiento estadístico]]></kwd>
<kwd lng="es"><![CDATA[formación continua del profesorado]]></kwd>
<kwd lng="es"><![CDATA[capacidad de noticing de los profesores]]></kwd>
<kwd lng="es"><![CDATA[práctica docente exploratoria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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