<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000100219</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n57.p219-234</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RESSIGNIFICAR A FORMAÇÃO DOCENTE NA RELAÇÃO COM AS EXPERIÊNCIAS VIVIDAS]]></article-title>
<article-title xml:lang="en"><![CDATA[REFRAME TEACHER TRAINING IN RELATION TO LIVED EXPERIENCES]]></article-title>
<article-title xml:lang="es"><![CDATA[RENUNCIAR LA FORMACIÓN DOCENTE EN RELACIÓN CON LAS EXPERIENCIAS VIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[França]]></surname>
<given-names><![CDATA[Cyntia Simioni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Nara Rubia Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Guilherme do Val Toledo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNESPAR Programa de Mestrado Profissional em Ensino de História Programa de Mestrado em História Pública]]></institution>
<addr-line><![CDATA[Campo Mourão Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia (UFU) Departamento de História ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP) Programa de Mestrado em Educação ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>57</numero>
<fpage>219</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto apresenta duas pesquisas desenvolvidas em nível de doutorado, tematizando a relação entre a produção de conhecimentos histórico- educacionais e experiências vividas, que se desdobraram em pesquisas-ação de formação continuada, compostas por professores de Educação Básica, lotados em escolas públicas das cidades de Londrina (PR) e Ouro Preto (MG). Nesse país, a partir de 1990, em relação com a esfera mundial, vem prevalecendo uma formação docente fundada na urgência do capitalismo e em modelos utilitaristas. Problematizamos tais modelos que desvalorizam os saberes plurais e não reconhecem os professores como produtores de conhecimento. Com vistas a resistir ao avanço da modernidade tardia, buscamos construir com os professores projetos formativos dissonantes das tendências prevalecentes na lógica global do capital. Investimos numa metodologia composta por movimentos reflexivos dinamizados por rememoração coletiva, produção e partilha de narrativas de cunho biográfico e intersubjetivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text presents two studies developed at the doctoral, studying the relationship between the production of historical-educational knowledge and lived experiences, which became research-action training, composed of teachers from Basic Education at public schools in the cities of Londrina (PR) and Ouro Preto (MG). In this country, since 1990, in relation to the world, a teacher education based on the urgency of capitalism and utilitarian models has prevailed. We problematize models that devalue plural knowledge and do not recognize teachers as producers of knowledge. Seeking to resist the advance of late modernity, we seek to construct with the teachers formative projects dissonant from the prevailing capital logic. We invested in a methodology composed of reflexive movements dynamized by practices of collective remuneration, production and sharing of biographical and intersubjective narratives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto presenta dos investigaciones desarrolladas a nivel de doctorado, centradas en la relación entre la producción de conocimiento histórico-educativo y las experiencias vividas, que se desarrollaron en investigaciones de acción de educación continua, compuestas por maestros de Educación Básica, con sede en escuelas públicas de las ciudades. Londrina (PR) y Ouro Preto (MG). En ese país, desde 1990, en relación con la esfera mundial, ha prevalecido una formación docente basada en la urgencia del capitalismo y en modelos utilitarios. Problematizamos tales modelos que devalúan el conocimiento plural y no reconocen a los maestros como productores de conocimiento. Con el fin de resistir el avance de la modernidad tardía, buscamos construir proyectos formativos con maestros que sean inconsistentes con las tendencias prevalecientes en la lógica global del capital. Invertimos en una metodología compuesta por movimientos reflexivos simplificados por el recuerdo colectivo, la producción y el intercambio de narraciones biográficas e intersubjetivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Produção de conhecimento histórico e educacional]]></kwd>
<kwd lng="pt"><![CDATA[Memórias]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Production of historical and educational knowledge]]></kwd>
<kwd lng="en"><![CDATA[Memories]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Producción de conocimiento histórico y educativo]]></kwd>
<kwd lng="es"><![CDATA[Recuerdos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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