<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202020000100114</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada: constituição e contribuições para a identidade docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education: constitution and contributions for the faculty identity]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación continuada: constitución y contribuciones para la identidad docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Giodésia Conceição Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<numero>50</numero>
<fpage>114</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202020000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202020000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202020000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A formação continuada, como um dos aspectos que têm como papel contribuir para o desenvolvimento profissional do docente, torna-se elemento de investigação quando se tem como propósito estudar a identidade profissional dos professores. Desse modo, este artigo trata de um recorte da pesquisa intitulada Interface entre processos de formação continuada e identidade profissional docente que objetivou verificar se a formação continuada, além de possibilitar o aperfeiçoamento inerente à atividade pedagógica, também viabiliza o aporte para o aprimoramento e reconfiguração da identidade docente. A fim de empreender o estudo, adotaram-se como referencial teórico-metodológico Dubar, Imbernón, André e Lüdke e Creswell. Refere-se a uma pesquisa de campo na perspectiva qualitativa e os dados foram coletados por meio de entrevistas, com a participação de dez (10) professores do ensino fundamental da rede municipal da cidade de São Paulo. Os resultados sugerem que alguns processos formativos contribuem para a reconfiguração identitária docente, por meio de elementos específicos, viabilizados nessas formações. Dessa forma, foi possível desvelar que, na estruturação dessas formações, estavam presentes: a coparticipação do docente por meio da interação e integração no momento da formação; a mobilização cognitiva por intermédio de ações durante o processo e sobre o tema em estudo e a associação teoria e prática viabilizada pela contextualização do tema na prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Continuing education, as one of the aspects that has the role of contributing to the professional development of the teacher, becomes an element of research when it is intended to study the professional identity of teachers. Thus, this article is about a cut of the research titled "Interface between continuing education and professional identity" that wanted to verify if continuing education, besides enabling the improvement inherent to the pedagogical activity, also makes possible the contribution to the improvement and reconfiguration of the teachers' identity. In order to undertake the study, we had Dubar, Imbernón, André and Lüdke and Creswell, as theoretical and methodological references. This report refers to a qualitative field research and the data was collected through interviews, with the participation of ten (10) elementary school teachers from the municipal schools of the city of São Paulo. The results suggest that some formative processes contribute to the reconfiguration of teacher's identity, through specific elements, made possible in these trainings. Thus, it was possible to reveal that, in the structuring of these educations, there were: the teacher's co-participation through interaction and integration at the time of training; cognitive mobilization through actions during the process and on the subject under study; and the association between theory and practice made possible by the contextualization of the theme in practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La formación continuada, como uno de los aspectos que tiene como función contribuir para el desarrollo profesional del docente, se transforma en elemento de investigación cuando se tiene como propósito estudiar la identidad profesional de los profesores. De esta manera, el presente artículo se trata de una parte del estudio intitulado Interface entre procesos de formación continuada e identidad profesional docente cuyo objetivo es verificar si la formación continuada, además de ofrecer la posibilidad de perfeccionar inherente a la actividad pedagógica, también viabiliza el aporte para la mejora y reconfiguración de la identidad docente. Con la finalidad iniciar el estudio, se adoptaron como referencia teórica- metodológica Dubar, Imbernón, André y Lüdke e Creswell. Se refiere a un estudio de campo bajo la perspectiva cualitativa y los datos fueron recogidos por medio de entrevistas, con la participación de diez (10) profesores de enseñanza primaria de la red municipal de la ciudad de São Paulo. Los resultados sugieren que algunos procesos formativos contribuyen a la reconfiguración de la identidad docente, por medio de elementos específicos, que se viabilizan en estas formaciones. De esta forma, se pudo desvelar que, en la estructuración de estas formaciones, estaban presentes: la coparticipación del docente por medio de la interacción e integración en el momento de la formación; la movilización cognitiva por medio de acciones durante el proceso y sobre el tema en estudio; y la asociación teoría y práctica que se viabiliza por la contextualización del tema en la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação permanente]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Teaching work, Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Professional identity]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Educación permanente]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Identidad profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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