Probabilidade em uma Oficina de Matemática: uma análise à luz da aprendizagem situada e da teoria da atividade.

The aim of this paper is to reveal the possibilities that some workshops offer for the learning of mathematics and demonstrate how the articulation of references from Situated Learning and Cultural Historical Activity Theory may illuminate the occurrence of mathematics learning. A workshop on probability, part of the integral educational project for the municipal schools of Belo Horizonte, is presented. Students were attending the 4th and 5th year of elementary school. The empirical data consisted of excerpts of the transcriptions of the interactions between the students extracted from field notes and audio and video recordings. As a result, it is stressed the potential of the theoretical articulation implemented to delineate signs of learning (equiprobability, event, impossible event) in classrooms. [ABSTRACT FROM AUTHOR]