<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592023000101034</article-id>
<article-id pub-id-type="doi">10.18593/r.v48.30657</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada docente como lugar de experiências: comunidade de aprendizagem e as lições da pandemia da Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing teacher education as a place of experiences: learning community and lessons from the pandemic of Covid-19]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación continua docente como lugar de experiencias: comunidad de aprendizaje y las lecciones de la pandemia de Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piovesan]]></surname>
<given-names><![CDATA[Juliane Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardi]]></surname>
<given-names><![CDATA[Lucí Teresinha Marchiori dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592023000101034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592023000101034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592023000101034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem por objetivo evidenciar a formação continuada como lugar que movimenta experiências e possibilidades, no entrelaçamento entre universidade e escola. Intenciona colaborar na premissa da possibilidade de organizar um processo formativo através de comunidade de aprendizagem, por meio de aportes digitais. Argumenta-se que é necessário pensar a formação continuada enquanto um &#8220;lugar&#8221; mobilizador da docência, de compartilhar experiências, produzir saberes e de profissionalização contínua, com o propósito de fomentar novas práticas, vivências e aprendizagens. Ainda, reflete e indica que esse movimento é possível de ser realizado por meio de aportes tecnológicos, considerando que, se a pandemia nos trouxe lições de isolamento e solidão, as respostas a ela nos ensinaram novas formas e aparatos de comunicação, evidenciando o diálogo e o aprender em comunidade. Este estudo é de cunho bibliográfico, tendo âncora em autores como Candau (1999), Fiorentini (2009, 2010), Imbernón (2009, 2010), Lévy (1999, 2007), Nóvoa (1997, 2009, 2017, 2020, 2022), Sacristán (1999), Tardif (2002) e Veiga (2008). Pode-se afirmar que a formação continuada, a partir de comunidade de aprendizagem, contribui na apropriação e reelaboração de saberes pensados e refletidos no coletivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This academic paper aims to highlight continuing education as a place that moves experiences and possibilities, in the intertwining between university and school. It intends to collaborate on the premise of the possibility of organizing a training process through a learning community, through digital contributions. It is argued that it is necessary to think of continuing education as a &#8220;place&#8221; that mobilizes teaching, to share experiences, produce knowledge and continuous professionalization, with the purpose of fostering new practices, experiences and learning. Still, it indicates that this movement is possible to be carried out through technological contributions, considering that, if the pandemic brought us lessons of isolation and loneliness, the responses to it taught us new forms and devices of communication, evidencing dialogue and learning in community. This study is bibliographic in nature, anchored in authors such asCandau (1999),Fiorentini (2009,2010),Imbernón (2009,2010),Lévy (1999,2007),Nóvoa (1997,2009,2017,2020,2022),Sacristán (1999),Tardif (2002)andVeiga (2008). It can be said that continuing education, based on a learning community, contributes to the appropriation and re-elaboration of knowledge thought and reflected in the collective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo destacar la educación permanente como un lugar que mueve experiencias y posibilidades, en el entrelazamiento entre universidad y escuela. Se pretende colaborar bajo la premisa de la posibilidad de organizar un proceso de formación a través de una comunidad de aprendizaje, a través de aportes digitales. Se sostiene que es necesario pensar la educación continua como un &#8220;lugar&#8221; que movilice la enseñanza, para compartir experiencias, producir conocimiento y profesionalización continua, con el propósito de fomentar nuevas prácticas, experiencias y aprendizajes. Aún así, indica que es posible realizar este movimiento a través de aportes tecnológicos, considerando que, si la pandemia nos trajo lecciones de aislamiento y soledad, las respuestas a ella nos enseñaron nuevas formas y dispositivos de comunicación, evidenciando el diálogo y el aprendizaje en comunidad. Este estudio es de carácter bibliográfico, anclado en autores comoCandau (1999),Fiorentini (2009,2010),Imbernón (2009,2010),Lévy (1999,2007),Nóvoa (1997,2009,2017,2020,2022),Sacristán (1999),Tardif (2002)yVeiga (2008). Se puede decir que la educación permanente, basada en una comunidad de aprendizaje, contribuye a la apropiación y reelaboración de saberes pensados y reflejados en el colectivo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Universidade e escola]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia da Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Aporte Tecnológico]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[University and school]]></kwd>
<kwd lng="en"><![CDATA[Learning community]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[Technological Support]]></kwd>
<kwd lng="es"><![CDATA[Educación continua]]></kwd>
<kwd lng="es"><![CDATA[Universidad y escuela]]></kwd>
<kwd lng="es"><![CDATA[Comunidad de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Pandemia de COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Soporte Tecnológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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