<?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>S2182-84742021000500205</article-id>
<article-id pub-id-type="doi">10.25749/sis.21794</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elementos Constituintes da Atividade de Formação Continuada em Matemática na Parceria Universidade-Escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Constituent Elements of Continuing Education Activity in Mathematics in the University-School Partnership]]></article-title>
<article-title xml:lang="es"><![CDATA[Elementos Constituyentes de la Actividad de Educación Continua en Matemáticas en la Asociación Universidad-Escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Maria Elídia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Neusa Maria Marques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Jataí Unidade Acadêmica Especial de Ciências Exatas Curso de Licenciatura em Matemática]]></institution>
<addr-line><![CDATA[Jataí-GO ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul IME-Instituto de Matemática e Estatística Programa de Pós-Graduação em Educação Matemática]]></institution>
<addr-line><![CDATA[Campo Grande-MS ]]></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>205</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000500205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000500205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000500205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é desvelar e descrever elementos constituintes de uma proposta de formação continuada de professores que ensinam Matemática, organizada por meio da parceria universidade-escola, que se caracterizem como estruturantes de uma atividade na perspectiva de Leontiev. As discussões em curso respaldam-se nos pressupostos da Teoria Histórico-Cultural, em particular, da Teoria da Atividade, e nos estudos sobre coletividade de Petrovski, fundamentados no materialismo histórico-dialético. As análises consideraram o conteúdo de áudio-gravações, a produção escrita e as observações coletadas no processo de formação e estruturaram-se em três eixos: contexto, relações sociais e avaliação da atividade de formação. Dos resultados conclui-se que a viabilidade de um projeto de formação continuada constituir-se como atividade de formação reside em considerar que sua estruturação seja coletivamente estabelecida de modo a preservar a qualidade das relações sociais em condições objetivas que possibilitem a geração de necessidades e motivos coletivos orientados pelo objeto desta formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article&#8217;s purpose is to unveil and describe the constituent elements of a continuing education proposal for mathematics teachers, organized by a university-school partnership, which are characterized as structuring of an activity in Leontiev&#8217;s perspective. The ongoing discussions are anchored in Historical-Cultural Theory assumptions, specifically Activity Theory, and in Petrovski&#8217;s collectivity studies, sustained in Historical-Dialectical materialism. The analyses considered the audio-recordings&#8217; content, the written production and the observations collected in the training process, and were structured in three axes: context, social relations and evaluation of the training activity. Results show that the feasibility of a continuing education project constituting a training activity resides in considering that its structuring is collectively established in order to preserve the quality of social relations in objective conditions that enable the generation of needs and collective motives oriented by this training object.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es desvelar y describir los elementos constitutivos de una propuesta de educación continua de los profesores que enseñan Matemáticas, organizada en asociación universidad-escuela, que se caracterizan por &#8220;actividad&#8221; desde la perspectiva de Leontiev. Los debates en curso se basan en la Teoría Histórico-Cultural, en la Teoría de la Actividad y en los estudios sobre la colectividad de Petrovski. Los análisis consideraron las grabaciones de audio, la producción escrita y las observaciones recogidas en el proceso de formación, y se estructuraron en tres ejes: contexto, relaciones sociales y evaluación de la actividad formativa. De los resultados se concluye que la viabilidad de un proyecto de formación continua constituye una actividad formativa al considerar que su estructuración está establecida colectivamente con el fin de preservar la calidad de las relaciones sociales en condiciones objetivas que permitan la generación de necesidades y motivos colectivos guiados por el objeto de esta formación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[parceria universidade e escola]]></kwd>
<kwd lng="pt"><![CDATA[teoria da atividade]]></kwd>
<kwd lng="pt"><![CDATA[coletividade]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada em matemática]]></kwd>
<kwd lng="pt"><![CDATA[teoria histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[university and school partnership]]></kwd>
<kwd lng="en"><![CDATA[activity theory]]></kwd>
<kwd lng="en"><![CDATA[collectivity]]></kwd>
<kwd lng="en"><![CDATA[continuing education in mathematics]]></kwd>
<kwd lng="en"><![CDATA[historical-cultural theory]]></kwd>
<kwd lng="es"><![CDATA[asociación universidad y escuela]]></kwd>
<kwd lng="es"><![CDATA[teoría de la actividad]]></kwd>
<kwd lng="es"><![CDATA[colectividad]]></kwd>
<kwd lng="es"><![CDATA[formación continua en matemáticas]]></kwd>
<kwd lng="es"><![CDATA[teoría histórico-cultural]]></kwd>
</kwd-group>
</article-meta>
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