<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742021000500034</article-id>
<article-id pub-id-type="doi">10.25749/sis.21792</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Investigação Narrativa no Estudo da Aprendizagem de Professores de Matemática em Espaços Colaborativos Híbridos Universidade-Escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Narrative Research in the Study of the Learning of Mathematics Teachers in Hybrid Collaborative University-School Spaces]]></article-title>
<article-title xml:lang="es"><![CDATA[La Investigación Narrativa en el Estudio del Aprendizaje de Docentes de Matemáticas en Espacios Colaborativos Híbridos Universidad-Escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristovão]]></surname>
<given-names><![CDATA[Eliane Matesco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[Dario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Itajubá Instituto de Matemática e Computação Departamento de Matemática]]></institution>
<addr-line><![CDATA[Itajubá ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação Departamento de Ensino e Práticas Culturais]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>9</volume>
<numero>2</numero>
<fpage>34</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000500034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000500034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000500034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo descreve e discute a Investigação Narrativa como alternativa metodológica para estudar e compreender a aprendizagem de professores de matemática em comunidades colaborativas híbridas universidade-escola. Sob abordagem qualitativa, modalidade revisão sistemática denominada metassíntese, o corpus de análise é uma tese de doutorado que utilizou a Investigação Narrativa na perspectiva Relacional, tendo como questão norteadora: Que contribuições, limitações e possibilidades são evidenciadas pelo uso da Investigação Narrativa para investigar e compreender as aprendizagens docentes de professores de matemática que participaram de uma comunidade colaborativa híbrida ou fronteiriça entre universidade-escola? Os resultados da metassíntese evidenciam contribuições, desafios e possibilidades da Investigação Narrativa Relacional para investigar a aprendizagem docente em comunidades colaborativas híbridas, sobretudo quando os professores são também encorajados a investigar narrativamente suas práticas, com a colaboração dos formadores, e quando ambos os grupos assumem o compromisso de discutir e compreender o que e como aprendem neste contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study describes and discusses Narrative Research as a methodological alternative to study and understand the learning of mathematics teachers in hybrid collaborative university-school communities. Under a qualitative approach, a systematic review modality called meta-synthesis, the corpus of analysis is a doctoral thesis that used Narrative Inquire in the Relational perspective, with the leading question: What contributions, limitations and possibilities are shown by the use of Narrative Research to investigate and understand the learning of mathematics teachers who participated in a hybrid or border collaborative university-school community? The results of the meta-synthesis show contributions, challenges and possibilities of Relational Narrative Inquire to investigate teacher learning in hybrid collaborative communities, especially when teachers are also encouraged to investigate their practices narratively, with the collaboration of the teacher educators, and when both groups are committed to discuss and understand what and how they learn in this context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio describe y discute la investigación narrativa como una alternativa metodológica, para estudiar y comprender el aprendizaje de los profesores de matemáticas, en comunidades híbridas colaborativas entre la universidad y la escuela. Bajo un enfoque cualitativo y una modalidad de revisión sistemática denominada metasíntesis. El documento bajo análisis es una tesis doctoral que utilizó la investigación narrativa en la perspectiva relacional, con la pregunta orientadora: ¿qué aportes, limitaciones y posibilidades se evidencian con el uso de la narrativa para estudiar y comprender la enseñanza-aprendizaje de profesores de matemáticas, que participaron en una comunidad colaborativa híbrida o fronteriza entre universidad-escuela? Los resultados de la metasíntesis muestran aportes, desafíos y posibilidades de la investigación narrativa relacional, especialmente cuando se anima a los docentes a investigar sus prácticas de forma narrativa, con la colaboración de los formadores, y cuando ambos grupos están comprometidos a discutir y comprender qué y cómo aprenden en este contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[metassíntese]]></kwd>
<kwd lng="pt"><![CDATA[investigação narrativa]]></kwd>
<kwd lng="pt"><![CDATA[grupo colaborativo]]></kwd>
<kwd lng="pt"><![CDATA[comunidade fronteiriça]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[metasynthesis]]></kwd>
<kwd lng="en"><![CDATA[narrative inquire]]></kwd>
<kwd lng="en"><![CDATA[collaborative group]]></kwd>
<kwd lng="en"><![CDATA[border community]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[metasíntesis]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa]]></kwd>
<kwd lng="es"><![CDATA[grupo colaborativo]]></kwd>
<kwd lng="es"><![CDATA[comunidad fronteriza]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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