<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301185</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ds11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trabajo docente y narrativa: Las dimensiones del Ser docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers´ work and narrative: the dimensions of the being]]></article-title>
<article-title xml:lang="pt"><![CDATA[Trabalho docente e narrativa: as dimensões do Ser docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carreras]]></surname>
<given-names><![CDATA[María Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belló]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stockl]]></surname>
<given-names><![CDATA[Cynthia María Torres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tucumán  ]]></institution>
<addr-line><![CDATA[San Miguel de Tucumán Tucumán]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[Linares ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[Linares ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1185</fpage>
<lpage>1204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Ser docente se define en torno a cuatro grandes dimensiones que funcionan entre sí como capas concéntricas y cada una de ella tiene una dinámica distinta. El Ser Ontológico, el Ser Ético, el Ser Pragmático y el Ser Político se conjugan de tal manera que permiten conjuntamente delimitar la esencia del fenómeno del trabajo docente. A estas conclusiones se ha arribado en un estudio fenomenológico que tuvo por objetivo relevar la experiencia de docentes latinoamericanos en torno a su quehacer, a través de la escritura de experiencias narradas a colegas en cartas. Con esta finalidad, se contó con la participación voluntaria de 15 docentes, 10 procedentes del Norte de Argentina y 5 del sur de México seleccionados intencionalmente. Dichos docentes fueron invitados a escribir una carta dirigida a un colega extranjero narrando acerca de la experiencia de su trabajo. Este corpus obtenido se analizó mediante el método Colaizzi (1978) obteniendo un total de 245 declaraciones significativas extraídas luego de las primeras lecturas, 239 significados formulados, 56 agrupamientos temáticos y, 17 temas emergentes que devienen en las 4 categorías teóricas que describen la esencia del fenómeno abordado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teachers´ Internal Being is defined according to four general dimensions that interact among them like concentric layers, each having a different dynamic. The Ontological Being, the Ethical Being, the Pragmatic Being, and the Political Being, combine among each other and help establish limits to the essence of the teachers´ work phenomenon. Such are the conclusions generated by a phenomenological study, in which the main objective was the description, analysis and interpretation of Latin-American teachers´ experiences and reflections about their daily lives and work. A total of 15 teachers, ten from Northern Argentina and five from Southern Mexico, wrote letters and exchanged them. This corpus was analyzed by means of the Colaizzi Methods (1978). The analysis resulted in 245 significant statements extracted from the first readings, 239 formulated meanings, 56 thematic clusters and 17 emergent themes that become into the four theoretical categories that describe the essence of the phenomenon.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ser docente define-se entorno de quarto grandes dimensoes que funcionan entre sí como como camadas concentricas e cada uma de las tem uma dinamica distinta. O ser ontológico, o ser ético, o ser pragmático e o ser politico conjugados de tal forma que permitem delimitar a essencia do fenómeno do trabalho docente. As conclusoes chegou-se um estudo fenomenológico que teve por objetivo relevar a experiencia de professores latinoamericanos em torno de sua actividade, a través da escrita de experiencias narradas a colegas em cartas. Com esta finalidade, contou-se com a participacao voluntária de 15 docentes, 10 provenientes do Norte da Argentina e 5 do sul do México, selecionados intencionalmente. Esses professores foram convidados a escrever uma carta dirigida a um colega estrangeiro narrando sobre a experiencia de seu trabalho. Este corpus obtido foi analisado pelo método Colaizzi (1978) obtendo um total de 245 declaracoes significativas extraídas apos as primeiras leituras, 239 significados formulados, 56 agrupamentos temáticos e, 17 temas emergentes que se tornam em todas as 4 categorias teóricas que describen la esencia del fenómeno abordado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Narrativa]]></kwd>
<kwd lng="es"><![CDATA[Dimensiones del Ser docente]]></kwd>
<kwd lng="en"><![CDATA[Teachers´ Work]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Dimensions of the Being (teachers)]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Dimensões do Ser docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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