<?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>S1981-416x2025000301312</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.086.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação-Ação de Professores para uma Educação Emancipadora: práticas interdisciplinares, colaborativas e contextualizadas]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación-Acción Docente para una Educación Emancipadora: prácticas interdisciplinares, colaborativas y contextualizadas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Training-Action for an Emancipatory Education: interdisciplinary, collaborative, and contextualized practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Waltrick]]></surname>
<given-names><![CDATA[Gustavo Cezar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Madalena Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jurado]]></surname>
<given-names><![CDATA[Ramón Garrote]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Planalto Catarinense (UNIPLAC)  ]]></institution>
<addr-line><![CDATA[Lages SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Planalto Catarinense (UNIPLAC)  ]]></institution>
<addr-line><![CDATA[Lages SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Borås  ]]></institution>
<addr-line><![CDATA[Borås ]]></addr-line>
<country>Suécia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>1312</fpage>
<lpage>1327</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000301312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000301312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000301312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as implicações do Programa de Formação-Ação em Escolas Criativas no processo de formação continuada de professores da Educação Infantil e do Ensino Fundamental no município de Lages/SC. Estruturado com base em uma abordagem qualitativa e na pesquisa-ação, o estudo promoveu encontros temáticos sobre a interdisciplinaridade como forma de estimular práticas pedagógicas colaborativas, contextualizadas e comprometidas com a realidade dos sujeitos e das escolas. A formação desenvolvida fundamenta-se em uma perspectiva emancipadora de base freireana, articulando diálogo, transdisciplinaridade, sustentabilidade e direitos humanos como eixos estruturantes da prática docente. Os resultados indicam que a formação continuada, quando concebida como espaço dialógico e coletivo, pode contribuir significativamente para a transformação das práticas educativas e para o fortalecimento da escola como espaço democrático e integrador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las implicaciones del Programa de Formación-Acción en Escuelas Creativas en el proceso de formación continua de docentes de Educación Infantil y Enseñanza Primaria en el municipio de Lages, Brasil. Basado en un enfoque cualitativo y en la investigación-acción, el estudio promovió encuentros temáticos sobre la interdisciplinariedad con el objetivo de fomentar prácticas pedagógicas colaborativas, contextualizadas y comprometidas con la realidad de los sujetos y las escuelas. La formación se fundamenta en una perspectiva emancipadora de base freireana, articulando el diálogo, la transdisciplinariedad, la sostenibilidad y los derechos humanos como ejes estructurantes de la práctica docente. Los resultados indican que la formación continua, concebida como un espacio dialógico y colectivo, puede contribuir significativamente a la transformación de las prácticas educativas y al fortalecimiento de la escuela como espacio democrático e integrador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the implications of the Training-Action Program in Creative Schools in the continuing education process for Early Childhood Education and Elementary Education teachers in the city of Lages, Santa Catarina, Brazil. Based on a qualitative approach and action research, the study promoted thematic meetings on interdisciplinarity as a way to encourage collaborative, contextualized pedagogical practices that are committed to the realities of individuals and schools. The training developed is grounded in an emancipatory Freirean perspective, articulating dialogue, transdisciplinarity, sustainability, and human rights as structuring axes of teaching practice. The results indicate that continuing education, when conceived as a dialogical and collective space, can significantly contribute to the transformation of educational practices and to the strengthening of schools as democratic and inclusive spaces.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação emancipadora]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Formação-Ação em Escolas Criativas]]></kwd>
<kwd lng="es"><![CDATA[Educación emancipadora]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de docentes]]></kwd>
<kwd lng="es"><![CDATA[Interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[Programa de Formación-Acción en Escuelas Creativas]]></kwd>
<kwd lng="en"><![CDATA[Emancipatory education]]></kwd>
<kwd lng="en"><![CDATA[Teacher continuing training]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Training-Action Program in Creative Schools]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>2023</year>
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<publisher-name><![CDATA[Programa de Pós-graduação em Educação, Universidade do Planalto Catarinense (Uniplac)]]></publisher-name>
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<person-group person-group-type="author">
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<given-names><![CDATA[Marlene]]></given-names>
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</article>
