<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000300190</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i3.33459</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dilema da formação matemática em Angola: falta de iniciativas próprias ou de compromisso com a qualidade de ensino?]]></article-title>
<article-title xml:lang="es"><![CDATA[Dilema de la formación matemática en Angola: ¿falta de iniciativas propias o de compromiso con la calidad de enseñanza?]]></article-title>
<article-title xml:lang="en"><![CDATA[Angolan mathematical training dilemma: lack of own initiatives or commitment to the teaching quality?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wongo Gungula]]></surname>
<given-names><![CDATA[Eurico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faustino]]></surname>
<given-names><![CDATA[Arnaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Óscar Ribas  ]]></institution>
<addr-line><![CDATA[Luanda ]]></addr-line>
<country>Angola</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Óscar Ribas  ]]></institution>
<addr-line><![CDATA[Luanda ]]></addr-line>
<country>Angola</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>190</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000300190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000300190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000300190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva abordar o dilema da formação matemática em Angola, através de critérios emitidos por estudantes e professores universitários, devido à insuficiente consciência social sobre a necessidade de melhorar a qualidade de ensino da Matemática, em todos os níveis e subsistemas de ensino. Esta abordagem permitiu identificar aspetos que possibilitam compreender e explicar a trajetória percorrida nesse campo, não só para reestruturar a forma como se inter-relaciona a componente académica, laboral e investigativa, mas também para melhor compreender a realidade matemática angolana, situando-a entre enfoques epistemológicos, metodológicos e tecnológicos que permitem acionar e controlar os elementos, fatores, caraterísticas, contradições e estratégias que contribuam para a transformação qualitativa desse processo. O procedimento metodológico seguido no desenvolvimento desse artigo é misto, pautado, essencialmente, na investigação-ação como um tipo de investigação qualitativa, baseado na observação de fenómenos associados à ação e à resolução de problemas, onde a participação ativa e comprometida do investigador e demais implicados no processo, desempenham um papel fundamental na transformação dessa dinâmica. Os resultados indicam que, apesar de os professores atribuírem, atualmente, maior relevância aos fatores contextuais que dinamizam a construção de conhecimentos matemáticos significativos para os estudantes, estes coincidem com a necessidade de se continuar a elevar os níveis de contextualização dos conteúdos em todos os níveis e subsistemas de ensino, aspeto que contribui para viabilizar o desenvolvimento de uma consciência social e institucional, sobre a pertinência da melhoria da qualidade do ensino da Matemática em Angola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo abordar el dilema de la formación matemática en Angola, a través de criterios emitidos por estudiantes y profesores universitarios, debido a la insuficiente conciencia social sobre la necesidad de mejorar la calidad de la enseñanza de la Matemática, en todos los niveles y subsistemas educativos. Este enfoque permitió identificar aspectos que posibilitan comprender y explicar la trayectoria recorrida en ese campo, no solo para reestructurar la forma como se interrelaciona el componente académico, laboral e investigativo, sino para comprender mejor la realidad matemática angoleña, lo cual la sitúa entre enfoques epistemológicos, metodológicos y tecnológicos que permiten accionar y controlar los elementos, factores, características, contradicciones y estrategias que contribuyan a la transformación cualitativa de ese proceso, en todos los niveles y subsistemas educativos. El procedimiento metodológico seguido en el desarrollo de ese artículo es mixto, pautado en la investigación-acción, como un tipo de investigación cualitativa basado en la observación de fenómenos asociados a la acción y la resolución de problemas, donde la participación activa y comprometida del investigador y demás implicados en el proceso, juegan un rol fundamental en la transformación de esta dinámica. Los resultados indican que, a pesar de que los profesores asignan actualmente mayor importancia a los factores contextuales que dinamizan la construcción de conocimientos matemáticos significativos para los estudiantes, estos coinciden en la necesidad de seguir elevando los niveles de contextualización de los contenidos en todos los niveles y subsistemas educativos, aspecto que contribuye para viabilizar el desarrollo de una consciencia social e institucional sobre la pertinencia de la mejoría de la calidad de la enseñanza de la Matemática en Angola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to address the dilemma of mathematical training in Angola through criteria&#8217;s issued by university students and teachers, due to insufficient social awareness of the need to improve the quality of mathematics teaching at all educational levels and subsystems. This approach allowed us to identify aspects which made it possible to understand and explain the trajectory in this field, not only to restructure the way it interrelates the academic, technical and investigative components but also to better understand the Angolan mathematical reality, placing it between epistemological, methodological and technological approaches that allows to trigger and control the elements, factors, characteristics, contradictions and strategies that contribute to the qualitative transformation of this process. The methodological procedure followed in the development of this article was mixed and essentially grounded on research action as a type of qualitative research based on the observation of the phenomena associated with action and problem solving, where the active and committed participation of the researcher and others involved in the process plays a key role in transforming this dynamic. The results indicates that although teachers currently attribute greater relevance to contextual factors that stimulate the construction of significant mathematical knowledge for students, they coincide in the need to continually increase the levels of contextualization of contents at all educational levels and subsystems of teaching, an aspect that contributes to the development of a social and institutional awareness about the appropriateness of the improvement of the Mathematics teaching quality in Angola.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Angola]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Angola]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching quality]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Angola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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