<?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>S2182-84742021000500132</article-id>
<article-id pub-id-type="doi">10.25749/sis.21773</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A colaboração no Contexto da Formação Inicial de Professores de Matemática da EaD no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaboration in the Context of Initial Mathematics Teachers&#8217; Education in Distance Education in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Colaboración en el Contexto de la Formación Inicial de Profesores de Matemáticas en Educación a Distancia en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prates]]></surname>
<given-names><![CDATA[Uaiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[João Filipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação UIDEF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação UIDEF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>132</fpage>
<lpage>153</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000500132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000500132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000500132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo discute a colaboração no contexto da formação de professores de Matemática a distância. A partir de uma metodologia de abordagem qualitativa, objetivou-se responder à seguinte questão: como os estudantes de Licenciatura em Matemática percebem a colaboração no contexto da Educação a Distância (EaD)? Foram entrevistados sete estudantes da Universidade Federal do Tocantins sobre as práticas desenvolvidas ao longo do curso. A teoria da aprendizagem situada e das comunidades de prática foram utilizadas como balizadoras na coleta e análise dos dados. Os futuros professores de Matemática destacam a colaboração entre os colegas como o grande motivo para sua permanência ao longo do curso. Ou seja, observa-se a importância da colaboração entre os pares para a manutenção das comunidades de prática na formação inicial de professores de Matemática. Apesar disso, os estudantes apontam para uma falta de atividades, propostas pelo curso, que favoreçam o trabalho colaborativo ou até mesmo em grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses collaboration in the context of distance mathematics teacher education. From a qualitative approach methodology, the objective was to answer the following question: how do future Mathematics teachers perceive collaboration in the context of Distance Education? We interviewed seven students from the Federal University of Tocantins about the practices developed throughout the course. We used the theory of Communities of Practice as a guideline in the collection and analysis of data. Future mathematics teachers highlight collaboration between colleagues as the main reason for their stay throughout the course. In other words, the importance of collaboration between peers for the maintenance of communities of practice in initial mathematics teacher&#8217;s education is perceived. Despite this, students point to a lack of activities, proposed by the course, that support collaborative or even group work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la colaboración en el contexto de la formación de profesores de matemáticas a distancia. Desde una metodología de enfoque cualitativo, el objetivo fue dar respuesta a la siguiente pregunta: ¿cómo perciben los futuros profesores de matemáticas la colaboración en el contexto de la Educación a Distancia? Siete estudiantes de la Universidad Federal de Tocantins fueron entrevistados sobre las prácticas desarrolladas a lo largo del curso. La teoría de las comunidades de práctica se utilizó como guía en la recopilación y análisis de datos. Los futuros profesores de matemáticas destacan la colaboración entre compañeros como el principal motivo de su estancia a lo largo del curso. En otras palabras, se percibe la importancia de la colaboración entre pares para el mantenimiento de comunidades de práctica en la formación inicial del docente de matemáticas. A pesar de ello, los estudiantes señalan la falta de actividades, propuestas por el curso, que favorezcan el trabajo colaborativo o incluso en grupo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de prática]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[mathematics teacher training]]></kwd>
<kwd lng="en"><![CDATA[communities of practice]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[comunidades de práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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