<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922019000100242</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i1.8650510</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RELATO DE EXPERIENCIA: (TRANS)FORMAÇÃO DA DOCÊNCIA: CONTRIBUIÇÕES DAS EXPERIÊNCIAS DE VIDA À FORMAÇÃO INICIAL DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING (TRANS) FORMATION: CONTRIBUTIONS OF LIFE EXPERIENCES TO INITIAL TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[(TRANS)FORMACIÓN DE LA DOCENCIA: CONTRIBUICIONES DE VIDA EN LA FORMACÍON INICIAL DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Vanessa Therezinha Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fernanda Duarte A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação Programa de Pós-Graduação]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>242</fpage>
<lpage>258</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000100242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esse relato de uma experiência realizada na disciplina Didática Geral, oferecida aos cursos de licenciatura na Universidade Federal de Uberlândia, objetiva compreender o universo dos processos de formação inicial de professores a partir da autoformação. A proposta do Projeto de Docência é apresentada no início do semestre enquanto instrumento reflexivo, visando à assunção da profissão docente. Constatamos nos primeiros momentos que a elaboração de tal documento provoca resistências; entretanto, uma vez superadas as dificuldades iniciais, o mergulho em busca de si é inevitável - os estudantes descobrem que o sentido do aprendizado está no próprio viver. Apesar de a proposta de desenvolvimento do Projeto de (trans)formação para a docência ser comum às diferentes turmas, em semestres variados, a produção de cada uma delas apresenta resultados singulares. A ênfase está no reconhecimento tanto dos saberes formais externos aos indivíduos quanto dos saberes subjetivos/não formalizados que as pessoas transportam consigo, os quais são tecidos em suas experiências de vida, de acordo com contextos socioculturais diversificados. Depreendemos que as narrativas (auto)biográficas, ao longo do processo de formação de professores, fornecem elementos valiosos para a autorreflexão de alunos e professores, além de possibilitarem a intervenção problematizadora do formador sobre concepções, crenças e saberes dos licenciandos em relação à docência, ao promoverem a sua (trans)formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This experience report in General Didactics, offered to undergraduate courses at Universidade Federal de Uberlândia, aims to understand the universe of the initial teacher training process from self-training. The proposal of the Teaching Project is presented at the beginning of the semester as a reflective instrument, aiming at the assumption of the teaching profession. In the first moments, we find that the elaboration of this document provokes resistance; however, once the initial difficulties have been overcome, the diving for self-seeking is inevitable - students discover that the sense of learning is in their own lives. Although the development proposal of the Teaching Project is common to different classes and in various semesters, the production of each of them presents unique results. The emphasis is on the recognition both of the formal knowledge external to the individuals and subjective/non-formalized knowledge that people carry with them, which are woven into their life experiences, according to different sociocultural contexts. We argue that the (auto)biographical narratives, throughout the teacher training process, provide valuable elements for the self-reflection of students and teachers, as well as making possible the problematizing intervention of the trainer on conceptions, beliefs and knowledge of graders in relation to the teaching when promote their (trans)formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ese relato de una experiencia realizada en la disciplina Didáctica General, ofrecida a los cursos de licenciatura en la Universidad Federal de Uberlandia, objetiva comprender el universo de los procesos de formación inicial de profesores a partir de la autoformación. La propuesta del Proyecto de Docencia es presentada al inicio del semestre como un instrumento reflexivo, pretendiendo la asunción de la profesión docente. Constatamos en los primeros momentos que la elaboración de tal documento provoca resistencia; sin embargo, una vez superadas las dificultades iniciales, la profundización en busca de si es inevitable - los estudiantes descubren que el sentido del aprendizaje esta en el proprio vivir. A pesar de que la propuesta de desarrollo del Proyecto de (trans)formación para la docencia es común a las diferentes clases, en semestres variados, la producción de cada una de ellas presenta resultados singulares. El énfasis está en el reconocimiento tanto de los saberes formales externos a los individuos como a los saberes subjetivos/no formalizados que las personas transportan consigo, los cuales son tejidos en sus experiencias de vida, de acuerdo con los contextos socioculturales diversificados. Inferimos que las narraciones (auto)biográficas, a lo largo del proceso de formación de profesores, proporcionan elementos valiosos para la autorreflexión de alumnos y profesores, además de posibilitar la intervención problematizadora del formador sobre concepciones, creencias y saberes de los licenciados con relación a la docencia, al promover su (trans)formación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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