<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100308</article-id>
<article-id pub-id-type="doi">10.5902/1984644487277</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente numa perspectiva decolonial: caminhos propositivos, a partir dos multiletramentos críticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training from a decolonial perspective: propositional paths based on critical multiliteracies]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación del profesorado desde una perspectiva decolonial: itinerarios propositivos basados en el multiaprendizaje crítico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rios]]></surname>
<given-names><![CDATA[Vanessa dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goes]]></surname>
<given-names><![CDATA[Nohara Vanessa Figueiredo Alcântara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Daniela Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Obdália Santana Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Luiz Adolfo de Paiva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Discutir a formação docente, numa perspectiva decolonial, representa o rompimento com o paradigma eurocêntrico, apontando caminhos outros para promover processos formativos que considerem as diferentes culturas, raças e saberes construídos ao longo da história humana. Os processos formativos, por sua vez, precisam considerar as demandas da educação na contemporaneidade, bem como seus atores sociais. É nesse sentido que o estudo proposto busca investigar como os multiletramentos críticos podem fornecer proposições para uma formação docente decolonial, apresentando reflexões sobre a importância de se pensar esse processo a partir de olhares voltados para a decolonialidade. Para isso, através de uma abordagem qualitativa e sob as bases da epistemologia da práxis, realizou-se um estudo bibliográfico para se tecer compreensões sobre uma formação docente decolonial, bem como para identificar como os multiletramentos críticos podem apresentar possibilidades para o desenvolvimento de um pensamento decolonial, na docência. Foram realizados estudos e diálogos com autores que discutem sobre formação docente, decolonialidade, multiletramentos críticos, tais como: Nóvoa (2010), Quijano (2009), Rigal (2000), Flecha e Tortajada, (2000), Freire (1996), Street (2014), Walsh (2009), Ghedin (2012) e Silva (2018). Diante da reflexão construída neste estudo, apresentamos proposições para a formação numa perspectiva decolonial, a partir dos multiletramentos críticos: 1. Ampliar os espaços onde os letramentos são construídos, para além da escola; 2. Repensar o currículo numa perspectiva decolonial; 3. Conceber processos formativos para que os professores se tornem atores sociais autônomos; 4. Desenvolver uma pedagogia intercultural; 5. Favorecer que o professor se autorize na elaboração das teorias e práticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Discussing teacher training, from a decolonial perspective, represents a break with the Eurocentric paradigm, pointing out other ways to promote training processes that consider different cultures, races and knowledge constructed throughout human history. Training processes, in turn, need to consider the demands of contemporary education, as well as its social actors. It is in this sense that the proposed study seeks to investigate how critical multiliteracies can provide propositions for decolonial teacher training, presenting reflections on the importance of thinking about this process from perspectives focused on decoloniality. To this end, through a qualitative approach and based on the epistemology of praxis, a bibliographic study was carried out to create understandings about decolonial teacher training, as well as to identify how critical multiliteracies can present possibilities for the development of a thought decolonial, in teaching. Studies and dialogues were carried out with authors who discuss teacher training, decoloniality, critical multiliteracies, such as: Nóvoa (2010), Quijano (2009), Rigal (2000), Flecha e Tortajada, (2000), Freire (1996), Street (2014), Walsh (2009), Ghedin (2012) and Silva (2018). Given the reflection constructed in this study, we present propositions for training from a decolonial perspective, based on critical multiliteracies: 1. Expand the spaces where literacies are constructed, beyond the school; 2. Rethink the curriculum from a decolonial perspective; 3. Design training processes so that teachers become autonomous social actors; 4. Develop an intercultural pedagogy; 5. Encourage the teacher to authorize himself in the elaboration of theories and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Discutir la formación docente, desde una perspectiva decolonial, representa una ruptura con el paradigma eurocéntrico, señalando otras formas de promover procesos de formación que consideren diferentes culturas, razas y conocimientos construidos a lo largo de la historia humana. Los procesos de formación, a su vez, deben considerar las demandas de la educación contemporánea, así como sus actores sociales. Es en este sentido que el estudio propuesto busca investigar cómo las multiliteracidades críticas pueden brindar propuestas para la formación docente descolonial, presentando reflexiones sobre la importancia de pensar este proceso desde perspectivas centradas en la descolonialidad. Para ello, a través de un enfoque cualitativo y basado en la epistemología de la praxis, se realizó un estudio bibliográfico para crear entendimientos sobre la formación docente decolonial, así como identificar cómo las multiliteracidades críticas pueden presentar posibilidades para el desarrollo de un pensamiento decolonial, en enseñando. Se realizaron estudios y diálogos con autores que discuten sobre formación docente, decolonialidad, multiliteracidades críticas, como: Nóvoa (2010), Quijano (2009), Rigal (2000), Flecha e Tortajada, (2000), Freire (1996), Street (2014), Walsh (2009), Ghedin (2012) y Silva (2018). Dada la reflexión construida en este estudio, presentamos propuestas de formación desde una perspectiva decolonial, basadas en multiliteracidades críticas: 1. Ampliar los espacios donde se construyen las alfabetizaciones, más allá de la escuela; 2. Repensar el currículo desde una perspectiva decolonial; 3. Diseñar procesos de formación para que los docentes se conviertan en actores sociales autónomos; 4. Desarrollar una pedagogía intercultural; 5. Incentivar al docente a autorizarse en la elaboración de teorías y prácticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Multiletramentos Críticos]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade.]]></kwd>
<kwd lng="en"><![CDATA[Critical Multiliteracies]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality.]]></kwd>
<kwd lng="es"><![CDATA[Multiliteracidades críticas]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Decolonialidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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