<?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>S2182-84742021000500105</article-id>
<article-id pub-id-type="doi">10.25749/sis.21357</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interações entre um Professor da Educação Básica e um Professor do Ensino Superior em uma Experiência de Docência Compartilhada em Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactions Between a School Teacher and a University Lecturer in a Shared Teaching Experience in Mathematics]]></article-title>
<article-title xml:lang="es"><![CDATA[Interacciones entre un Profesor de Educación Básica y un Profesor de Educación Superior en una Experiencia de Docencia Compartida en Matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Lucas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo]]></surname>
<given-names><![CDATA[Victor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosistolato]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Rio de Janeiro Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Paracambi ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Instituto de Matemática ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></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>105</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000500105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000500105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000500105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo analisamos as dinâmicas de interação entre um professor da Escola Básica e um professor da Universidade, lecionando juntos uma disciplina no curso de Licenciatura em Matemática da Universidade Federal do Rio de Janeiro (UFRJ), em formato de docência compartilhada. A experiência foi desenvolvida como parte de um projeto de pesquisa intitulado Práticas Docentes Compartilhadas. Buscamos, em particular, identificar possíveis conflitos e/ou consonâncias nessas dinâmicas. Os resultados indicam que, apesar do reconhecimento de obstáculos na implementação, o formato de docência compartilhada revela potencialidades para a formação inicial de professores de Matemática, contemplando uma dinâmica interativa de saberes de naturezas diversas e proporcionando deslocamentos na centralidade do conhecimento em um único professor. A interação entre as formas particulares de contribuição dos professores, com a autoridade de cada um sendo acionada em momentos específicos, produziu um resultado que é maior do que a simples justaposição do que cada um teria a contribuir isoladamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we analyze the dynamics of interaction between a school teacher and a university lecturer, teaching together a module in the Pre-service Mathematics Teachers Undergraduate Program at Federal University of Rio de Janeiro, in a shared teaching format. The experience was developed as part of a research project entitled Shared Teaching Practices. In particular, we aim to identify possible conflicts and / or consonances in this dynamic. The results indicate that, despite the recognition of obstacles in its implementation, the shared teaching format has revealed potentialities for pre-service mathematics teachers&#8217; education, contemplating an interactive dynamic of knowledge of different natures and driving shifts in the centrality of knowledge in a single teacher. The interaction between the teachers&#8217; particular forms of contribution, with the authority of each one being enacted at specific moments, produced a result that is greater than the juxtaposition of the contributions each teacher could separately put forward.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo analizamos la dinámica de interacción entre un profesor de la Escuela Básica y un de la Universidad, trabajando juntos en una disciplina con el formato de docencia compartida, en la formación de profesores de Matemáticas de Universidad Federal de Río de Janeiro. La experiencia se vincula con el proyecto de investigación titulado Prácticas de Docencia Compartida. Buscamos identificar, en particular, conflictos y / o consonancias en esa dinámica. Los resultados indican que, a pesar de los obstáculos en la implementación, la enseñanza compartida revela potencialidades para la formación de docentes de Matemáticas, contemplando una dinámica interactiva de saberes de diferentes naturalezas e impulsando cambios en la centralidad del conocimiento en un solo maestro. La interacción entre las formas particulares de contribución de cada docente, con la autoridad de cada uno activada en momentos específicos, creó un producto que es mayor que la suma de lo que cada uno tendría que aportar aisladamente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[docência compartilhada]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em matemática]]></kwd>
<kwd lng="pt"><![CDATA[interação entre professores]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[shared teaching]]></kwd>
<kwd lng="en"><![CDATA[pre-service mathematics teacher education]]></kwd>
<kwd lng="en"><![CDATA[interaction between teachers]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza compartida]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores en matemáticas]]></kwd>
<kwd lng="es"><![CDATA[interacción entre profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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