<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012021000100223</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.55542</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação de professores como atribuição do orientador pedagógico - entre as atribuições e as teias do cotidiano]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación del maestro como responsabilidad del orientador pedagógico - desde las atribuciones hasta la red de desafíos diarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; education as a responsibility of the pedagogical counsellor - between the assignments and the daily cobwebs of challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Amélia Escotto do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[Alessandra Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Alexandre do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação da Baixada Fluminense ]]></institution>
<addr-line><![CDATA[Duque de Caxias Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Instituto de Letras ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Com a democratização do ensino, torna-se necessário rever o desenho da organização escolar para atender à pluralidade de perfis e expectativas da sociedade e seus sujeitos. No universo escolar, esses perfis plurais abrangem não apenas os alunos, mas também os professores e demais atores. Nesse cenário, reconfiguram-se práticas e processos educativos e pedagógicos (Alarcão &amp; Roldão, 2008; Brzezinski, 2014). Essa reconfiguração influencia diretamente a formação de professores, evidencia a necessidade da escola se constituir como espaço de formação e destaca a importância do orientador pedagógico para que isso aconteça. Assim, apoiando-se nas contribuições de Lomonico (2005), Franco, Libâneo e Pimenta (2011), Almeida, Souza e Placco (2016), este artigo tem como foco a formação de professores como atribuição do orientador pedagógico especialmente no âmbito da escola pública. Considerando as atribuições do orientador pedagógico, prescritas legislativamente, e suas atividades do cotidiano (Malinoski, 2014), objetiva explicitar quais ações, voltadas para a formação de professores, são operacionalizadas pelos orientadores pedagógicos. Toma como base resultados de estudo descritivo de natureza qualitativa (Gatti &amp; André, 2011) cujos dados foram produzidos a partir de entrevistas semiestruturadas com orientadoras pedagógicas de escolas públicas do Município de Duque de Caxias/RJ. Os resultados apontam que as orientadoras pedagógicas entrevistadas reconhecem a formação de professores como uma das suas atribuições, a entendem como essencial para que a escola se transforme em espaço de formação cidadã e afirmam a intenção de dar mais atenção a esse aspecto. Apesar desse reconhecimento, relatam que o seu cotidiano é atravessado por atividades administrativas, de acompanhamento dos professores e por outras rotinas escolares que dificultam a proposição de ações de formação mais sistemáticas e menos contingenciais. Constata-se, portanto, que um entendimento mais amplo da formação de professores como atribuição do orientador pedagógico implica considerar as articulações entre o prescrito, o pretendido e o realizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Con la democratización de la educación, se hace necesario revisar el diseño de organización escolar para responder a la pluralidad de perfiles y expectativas de la sociedad. En el universo escolar, esta pluralidad incluye tanto a alumnos, cuanto a docentes y otros actores. En este escenario, prácticas y procesos educativos y pedagógicos se reconfiguran (Alarcão &amp; Roldão, 2008; Brzezinski, 2014). Esta reconfiguración influye directamente en la formación de docentes, pone de manifiesto la necesidad de que la escuela se constituya como un espacio de formación y destaca la importancia del orientador pedagógico para eso. Así, a partir de las aportaciones de Lomonico (2005), Franco, Libâneo y Pimenta (2011), Almeida, Souza y Placco (2016), este artículo se centra en la formación de docentes como asignación del orientador pedagógico, especialmente en escuelas públicas. Considerando las atribuciones del orientador pedagógico, prescritas legislativamente, y sus actividades cotidianas (Malinoski, 2014), se pretende explicitar qué acciones, dirigidas a la formación docente, son operacionalizadas por orientadores pedagógicos. Tomamos como base los resultados de un estudio descriptivo de carácter cualitativo (Gatti, &amp; André, 2011), cuyos datos fueron producidos a partir de entrevistas semiestructuradas a orientadoras pedagógicas de escuelas públicas de Duque de Caxias/RJ. Los resultados indican que las orientadoras pedagógicas entrevistadas reconocen la formación de docentes como una de sus atribuciones, la entienden como esencial para que la escuela se convierta en un espacio de formación ciudadana y manifiestan su intención de prestar más atención a ella. Pese a este reconocimiento, señalan que su cotidianidad está atravesada por actividades administrativas, de supervisión de los docentes y rutinas escolares que dificultan la proposición de acciones formativas más sistemáticas y menos contingentes. Se observa, por tanto, que una comprensión más amplia de la formación docente como tarea del orientador pedagógico implica considerar las articulaciones entre lo prescrito, lo intencionado y lo realizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The democratization of education brought forth the need of reviewing school organization design to comprise society and individuals&#8217; plurality of profiles and expectations. In school universe, this diversity of profiles covers not only students, but also teachers and other actors. In such a scenario, one redesigns educational and pedagogical practices and processes (Alarcão &amp; Roldão, 2008; Brzezinski, 2014). This reconfiguration directly influences teacher&#8217;s education, highlights both how it is necessary for school to turn itself into an education space and the importance of the pedagogical counsellor to make it happen. This article, based on the contribution of Lomonico (2005), Franco, Libâneo and Pimenta (2011), Almeida, Souza and Placco (2016), focuses teachers&#8217; education as an assignment of the pedagogical counsellor, specially, in public school context. This article takes into account the pedagogical counsellor assignments as prescribed by law and his/her daily activities (Malinoski, 2014). Therefore, it aims to clarify which actions, concerned with teacher&#8217;s education, are accomplished by pedagogical counsellors. Based on the results of descriptive studies marked with qualitative features (Gatti &amp; André, 2011), whose data were produced from semi structured interviews with pedagogical counsellors who work at public schools of Duque de Caxias City/Rio de Janeiro. Results indicate that the interviewed pedagogical counsellors understand teachers&#8217; education as one of their assignments and as essential to turn school into a space for citizenship education and reiterate their intention to be more attentive to this issue. In despite of this, they report that administrative and teaching assistance activities disturb their work routine, what causes difficulty to the proposition of more systematic and less haphazard education actions. As a result, it is possible to verify that a broader understanding of the teachers&#8217; education as an assignment of the pedagogical counsellor implies the interconnections among the prescribed, the intended and the accomplished issues.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escola pública]]></kwd>
<kwd lng="pt"><![CDATA[cotidiano escolar]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[orientação pedagógica]]></kwd>
<kwd lng="es"><![CDATA[escuela pública]]></kwd>
<kwd lng="es"><![CDATA[cotidiano escolar]]></kwd>
<kwd lng="es"><![CDATA[formación de maestros]]></kwd>
<kwd lng="es"><![CDATA[pedagogo]]></kwd>
<kwd lng="es"><![CDATA[orientación pedagógica]]></kwd>
<kwd lng="en"><![CDATA[public school]]></kwd>
<kwd lng="en"><![CDATA[school day-to-day]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; education]]></kwd>
<kwd lng="en"><![CDATA[pedagogue]]></kwd>
<kwd lng="en"><![CDATA[pedagogical counselling]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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