<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000100121</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.1.14500</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunidade de aprendizagem profissional: tensões nos processos de desenvolvimento profissional de mentoras]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional learning community: tensions in mentors professional development processes]]></article-title>
<article-title xml:lang="es"><![CDATA[Comunidad de aprendizaje profesional: tensiones en los procesos de desarrollo profesional de mentoras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tancredi]]></surname>
<given-names><![CDATA[Regina Maria Simões Puccinelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mizukami]]></surname>
<given-names><![CDATA[Maria da Graça Nicoletti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>121</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por meio de uma pesquisa, pautada num modelo construtivo-colaborativo de intera&#231;&#227;o pesquisadoras-professores, buscou-se identificar e compreender as tens&#245;es vivenciadas por formadoras (professoras experientes) ao atuarem como mentoras on-line de professoras iniciantes dos primeiros anos do ensino fundamental. O estudo fundamentase, teoricamente, sobre aprendizagem e desenvolvimento profissional da doc&#234;ncia. Foram consideradas como dados de pesquisa as narrativas contidas nas correspond&#234;ncias virtuais entre mentoras e professoras iniciantes durante um per&#237;odo de quatro anos, bem como os registros das intera&#231;&#245;es entre mentoras e pesquisadoras em encontros semanais. As tens&#245;es vivenciadas pelas mentoras foram identificadas e analisadas a partir de d&#250;vidas, diverg&#234;ncias, desacordos e resist&#234;ncias. Os focos considerados foram: configura&#231;&#227;o da identidade de mentoras como sendo a de formadoras; constru&#231;&#227;o de uma base espec&#237;fica de conhecimento; desenvolvimento de atividades on-line do programa; dom&#237;nio de conhecimentos espec&#237;ficos; experi&#234;ncia pr&#233;via como formadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors&#180; expertise - specific and pedagogical content knowledge - and their previous experience as a teacher educators.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Programa de Mentoria Online]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de aprendizagem Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Mentores]]></kwd>
<kwd lng="pt"><![CDATA[Formadores]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional da Docência]]></kwd>
<kwd lng="en"><![CDATA[Online Mentoring Program]]></kwd>
<kwd lng="en"><![CDATA[Professional learning Community]]></kwd>
<kwd lng="en"><![CDATA[Mentors]]></kwd>
<kwd lng="en"><![CDATA[Teacher Educators]]></kwd>
<kwd lng="en"><![CDATA[Teaching professional Development.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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