<?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>S2182-84742021000500084</article-id>
<article-id pub-id-type="doi">10.25749/sis.21283</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Colaboração Enquanto Metodologia de Formação Inicial de Professores em Espaços de Iniciação à Docência]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaboration as an Initial Teacher Education Methodology in Teaching Spaces]]></article-title>
<article-title xml:lang="es"><![CDATA[La Colaboración como Metodología Inicial de Formación de Profesores en los Espacios Didácticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Renata Prenstteter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Maria do Carmo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Metodologia de Ensino/Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas Departamento de Metodologia de Ensino]]></institution>
<addr-line><![CDATA[ ]]></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>84</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000500084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000500084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000500084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo evidenciar e compreender movimentos do processo de colaboração, enquanto metodologia de formação inicial de professores de matemática em espaços de iniciação à docência. Para isso, foi realizada uma investigação qualitativa interpretativa, com a utilização da triangulação de documentos, de estudos nacionais e de uma ação de formação de professores de matemática e iniciação à docência de uma universidade federal brasileira (UFSCar). A análise se apropriou de conceitos que envolvem processos de reflexão, investigação, parceria e colaboração para o desenvolvimento profissional docente. Os resultados evidenciam que os movimentos de colaboração se tornaram uma metodologia de formação inicial de professores ao considerar e valorizar um processo longitudinal de: co-formação entre todos os envolvidos; diálogos e negociações no planejar, desenvolver e avaliar as práticas docentes; intencionalidades e engajamentos institucionais e práticas e escritas reflexivas e investigativas no/do processo de formação vivido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to highlight and understand movements in the collaboration process as a methodology for the initial education of mathematics teachers in teaching initiation spaces. To this end, a qualitative interpretative investigation was carried out using the triangulation of national documents and studies and a training action of a Brazilian federal university (UFSCar) on mathematics teachers and the beginning of teaching. The analysis appropriated concepts that involve processes of reflection, investigation, partnership and collaboration for the professional development of teachers. The results showed that the collaborative movements became a methodology for initial teacher training when considering and valuing a longitudinal process of: co-education among all involved; dialogues and negotiations in planning, developing and evaluating teaching practices; institutional intentions and engagements and reflective and investigative practices and writings in/from the lived education process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo destacar y comprender los movimientos en el proceso de colaboración como metodología para la formación inicial de los profesores de matemáticas en los espacios de iniciación docente. Para ello, se realizó una investigación interpretativa cualitativa utilizando la triangulación de documentos y estudios nacionales y una universidad federal brasileña (UFSCar) sobre la formación de profesores de matemáticas y el inicio de la docencia. El análisis se apropió de conceptos que involucran procesos de reflexión, investigación, asociación y colaboración para el desarrollo profesional de los docentes. Los resultados mostraron que los movimientos colaborativos se convirtieron en una metodología de formación inicial docente al considerar y valorar un proceso longitudinal de: co-formación entre todos los involucrados; diálogos y negociaciones en la planificación, desarrollo y evaluación de prácticas docentes; intenciones y compromisos institucionales y prácticas y escritos reflexivos e investigativos en/desde el proceso de formación vivido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[iniciação à docência]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em matemática]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[teaching practicum]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics degree]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[iniciación del profesor]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[grado de matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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