<?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>S2182-84742023000100166</article-id>
<article-id pub-id-type="doi">10.25749/sis.27550</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos da Formação Continuada de Professores Atuantes na Educação da Pessoa com Deficiência Intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Aspects of Continuing Education of Teachers Working in the Education of Persons with Intellectual Disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Aspectos de la Formación Continua del Docente que Trabaja en la Educación de Personas con Discapacidad Intelectual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamcasz-Viginheski]]></surname>
<given-names><![CDATA[Lucia Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[da Silva]]></surname>
<given-names><![CDATA[Sani de Carvalho Rutz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shimazaki]]></surname>
<given-names><![CDATA[Elsa Midori]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Guairacá Programa de Pós-Graduação em Promoção da Saúde Colegiado de Licenciaturas]]></institution>
<addr-line><![CDATA[Uniguairacá ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Programa de Pós-Graduação em Ensino de Ciência e Tecnologia Departamento Academico de Matemática (DAMAT)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Oeste Paulista e Universidade Estadual de Maringá Programa de Pós Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>166</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000100166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000100166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000100166&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Analisa-se o processo de formação continuada de professores que atuam com pessoas que possuem o diagnóstico de deficiência intelectual, a inserir o soroban como ferramenta de cálculo para tais estudantes. Fundamentado na Teoria Histórico-Cultural, o estudo usou a pesquisa colaborativa como abordagem. Realizado na região Centro-Oeste do estado do Paraná - região Sul do Brasil, contou com a participação de nove professoras atuantes na educação de pessoas com deficiência intelectual do município. O estudo mostra: i) a precariedade na formação docente para o ensino de Matemática; ii) a concepção das professoras participantes de que os estudantes com a deficiência são menos desenvolvidos que os demais estudantes e mais &#8220;lentos&#8221; para a aprendizagem; iii) a necessidade de formação continuada às professoras. Ao final do estudo, foi consenso entre as professoras participantes que o ensino pautado nas capacidades dos estudantes e o uso do soroban como instrumento mediador promovem o ensino, a aprendizagem e o desenvolvimento dos conceitos matemáticos junto aos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to analyze the process of continuing teacher education who work with people who have a diagnosis of intellectual disability, for the insertion of soroban as a calculation tool for these students. Based on the Historical-Cultural Theory, the study used collaborative research as a strategy. Held in the Midwest region of Paraná, Brazil, it involved the participation of nine teachers working in the education of people with intellectual disabilities in the city. The study shows: i) the precariousness of teacher training for teaching Mathematics; ii) the conception of the teachers participating in the research that students with this disability are less developed than other students and &#8220;slower&#8221; in learning and iii) the need of continuing education for teachers. At the end of the study, there was a consensus among the participating teachers that teaching based on students' abilities and the use of soroban as a mediating instrument promote the learning and development of mathematical concepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo analizar el proceso de formación permanente de docentes que trabajan con personas que tienen el diagnóstico de discapacidad intelectual, para la inserción del soroban como herramienta de cálculo para estos estudiantes. Basado en la Teoría Histórico-Cultural, el estudio utilizó como estrategia la investigación colaborativa. Realizado en la región Centro-Oeste del estado de Paraná, Brasil, contó con la participación de nueve docentes que actúan en la educación de personas con discapacidad intelectual en el municipio. El estudio muestra: i) la precariedad de la formación docente para la enseñanza de las Matemáticas; ii) la concepción de los docentes participantes en la investigación de que los estudiantes con esta discapacidad son menos desarrollados que otros estudiantes y &#8220;más lentos&#8221; en el aprendizaje y iii) la necesidad de formación continua de los docentes. Al final del estudio, hubo consenso entre los docentes participantes en que la enseñanza basada en las habilidades de los estudiantes y el uso del soroban como instrumento mediador promueven el aprendizaje y desarrollo de los conceptos matemáticos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[soroban]]></kwd>
<kwd lng="pt"><![CDATA[números e operações]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[soroban]]></kwd>
<kwd lng="en"><![CDATA[numbers and operations]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[discapacidad intelectual]]></kwd>
<kwd lng="es"><![CDATA[soroban]]></kwd>
<kwd lng="es"><![CDATA[números y operaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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