<?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>S2178-52012023000100201</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.54746</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interlocuções de professores e organização do trabalho pedagógico no contexto do trabalho coletivo]]></article-title>
<article-title xml:lang="es"><![CDATA[Interlocuciones de profesores y organización del trabajo pedagógico en el contexto del trabajo colectivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; interlocutions and organization of pedagogical work in the context of collective work]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Renata Cristina Oliveira Barrichelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pucci]]></surname>
<given-names><![CDATA[Renata Helena Pin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Estadual Professor Hélio Nehring  ]]></institution>
<addr-line><![CDATA[Piracicaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O trabalho coletivo nas escolas é uma instância de formação dos professores, participação e responsabilização colegiada pelo trabalho pedagógico. O artigo discute as contribuições do trabalho coletivo de professores no contexto da educação básica e tem como objetivo analisar a dinâmica de interlocução e de negociação de sentidos para o processo de organização do trabalho pedagógico da escola. Parte-se dos princípios de que o sujeito se constitui na dinâmica discursiva e que a consciência, que forma e altera os modos de estar no mundo, é constituída na interação social. A pesquisa foi realizada no âmbito das aulas de trabalho pedagógico coletivo (ATPC) de uma escola da rede estadual do interior paulista e as análises das intervenções dos professores nos encontros apoiam-se na perspectiva enunciativo-discursiva. Os resultados mostram que os professores, ao retomarem os discursos dos colegas, refutando-os e/ou reiterando-os na dinâmica discursiva, buscam formas de organizar o trabalho pedagógico que atendam às singularidades da escola, de sua comunidade e a produção de um conhecimento que possa contribuir com novas formas de se pensar o mundo. Ressalta-se também que a relação professor-aluno-conhecimento embasa os princípios do trabalho pedagógico desejado e que embora se admita um descompasso entre o desejado e o realizado na prática, o trabalho coletivo orientado pelo diálogo, pelas reflexões e trocas entre os professores potencializa a colaboração e a construção de sentido para a ação educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El trabajo colectivo en las escuelas es una instancia de capacitación docente, participación universitaria y responsabilidad por el trabajo pedagógico. El artículo analiza las contribuciones del trabajo colectivo de los docentes en el contexto de la educación básica y tiene como objetivo analizar la dinámica de la interlocución y la negociación de sentidos para el proceso de organización del trabajo pedagógico de la escuela. Partimos de los principios de que el sujeto es constituido en la dinámica discursiva y que la conciencia, que forma y cambia las formas de estar en el mundo, es constituida en la interacción social. La investigación tuvo lugar dentro de las clases colectivas de trabajo pedagógico (ATPC) de una escuela en la red estatal del interior de São Paulo y el análisis de las intervenciones de los docentes en las reuniones se apoya en la perspectiva enunciativo-discursiva. Los resultados muestran que los docentes, al retomar los discursos de sus colegas, refutarlos y/o reiterarlos en la dinámica discursiva, buscan formas de organizar el trabajo pedagógico que satisfaga las singularidades de la escuela, su comunidad y la producción de conocimiento que puede contribuir con nuevas formas de pensar sobre el mundo. También es digno de mención que la relación profesor-alumno-conocimiento apoya los principios del trabajo pedagógico deseado y que, aunque existe una brecha entre lo que se desea y lo que se hace en la práctica, el trabajo colectivo guiado por el diálogo, las reflexiones y los intercambios entre los docentes. mejora la colaboración y la construcción de sentido para la acción educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Collective work in schools is an instance of teachers&#8217; education, participation, and collective responsibility for pedagogical work. This paper discusses the contributions of the collective work of teachers in the context of basic education and aims to analyze the dynamics of interlocution and negotiation of meanings for the process of organizing the school&#8217;s pedagogical work. It starts from the principles that the subject is constituted in the discursive dynamics and that the conscience, which forms and changes the ways of being in the world, is constituted in social interaction. The study was carried out within the scope of the collective pedagogical work meetings (ATPC) of a public school located in a city in the state of São Paulo and the analysis of the teachers&#8217; interventions in the meetings is supported by the enunciative-discursive approach. The results show that teachers, when resuming the speeches of their colleagues, refuting and/or reiterating them in the discursive dynamics, look for ways to organize the pedagogical work that meet the singularities of the school, its community and the knowledge that can contribute with new ways of thinking about the world. It is also noteworthy that the teacher-student-knowledge relationship supports the principles of the desired pedagogical work and despite the gap between what is desired and what is done, collective work guided by dialogue, reflections and exchanges between teachers enhances collaboration and the construction of meaning for the educational action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores em serviço]]></kwd>
<kwd lng="pt"><![CDATA[interação]]></kwd>
<kwd lng="pt"><![CDATA[trabalho pedagógico em equipe]]></kwd>
<kwd lng="pt"><![CDATA[organização do trabalho docente]]></kwd>
<kwd lng="es"><![CDATA[formación docente en servicio]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[trabajo pedagógico en equipo]]></kwd>
<kwd lng="es"><![CDATA[organización del trabajo docente]]></kwd>
<kwd lng="en"><![CDATA[Inservice teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational interaction process]]></kwd>
<kwd lng="en"><![CDATA[team teaching]]></kwd>
<kwd lng="en"><![CDATA[educational planning]]></kwd>
</kwd-group>
</article-meta>
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