<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822022000100061</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v27i59.1616</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Didática e os desafios da formação do professor-pesquisador no contexto do mestrado profissional]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic and the challenges of teacher-researcher training in the context of the professional master&#8217;s degree]]></article-title>
<article-title xml:lang="es"><![CDATA[La Didáctica y los desafíos de la formación de docentes-investigadores en el contexto de la maestría profesional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Elisangela André da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Jeane Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Bruno Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB)  ]]></institution>
<addr-line><![CDATA[Redenção Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE)  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>59</numero>
<fpage>61</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822022000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822022000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822022000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação de professores-pesquisadores, no contexto dos cursos de mestrado profissional, é uma experiência vivida por muitos educadores que buscam na pós-graduação stricto sensu uma oportunidade de desenvolvimento profissional. A aprendizagem da pesquisa e a construção de conhecimento sobre a educação, no entanto, são perpassadas por desafios diversos relacionados às condições materiais de formação, de vida e trabalho dos mestrandos. Esta pesquisa objetiva refletir, a partir dos contributos da Didática, sobre os limites e as possibilidades da formação vivida por professores da educação básica vinculados ao Mestrado Profissional em Ensino e Formação Docente, ofertado por duas Instituições de Ensino Superior no Ceará. Metodologicamente, assenta-se na abordagem qualitativa, recorrendo à análise documental, com base em registros pedagógicos produzidos pelos mestrandos. Os resultados apontam que a vivência profissional é dialeticamente compreendida como limite e possibilidade dessa formação, permitindo concluir que o diálogo crítico entre a formação e a profissão é fundamental nesse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teacher-researcher training, in the context of professional master&#8217;s courses, is an experience lived by many educators who seek an opportunity for professional development in the stricto sensu graduate program. Learning from research and the opportunity to build education knowledge; however, are permeated by different challenges related to the material conditions of training, life, and work of master&#8217;s students. This research aims to reflect, based on the Didactic contributions, on the limits and possibilities of training experienced by basic education teachers linked to the Professional Master&#8217;s Degree in Teaching and Teacher Training, offered by two Higher Education Institutions in Ceará, Brazil. Methodologically, it is based on a qualitative approach, using document analysis, based on pedagogical records produced by the master&#8217;s students. The results show that professional experience is dialectically understood as a limit and possibility of this training, allowing us to conclude that the critical dialogue between training and the profession is fundamental in this process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación de profesores-investigadores, en el contexto de los cursos de maestría profesional, es una experiencia vivida por muchos educadores que buscan una oportunidad de desarrollo profesional en los programas de posgrado stricto sensu. El aprendizaje de la investigación y la construcción del conocimiento sobre la educación, sin embargo, están permeados por varios desafíos relacionados con las condiciones materiales de formación, vida y trabajo de los estudiantes de maestría. Esta investigación tiene como objetivo reflexionar, a partir de las contribuciones de la Didáctica, sobre los límites y las posibilidades de formación experimentadas por profesores de educación básica vinculados a la Maestría Profesional en Enseñanza y Formación de Profesores, ofrecida por dos Instituciones de Educación Superior de Ceará. Metodológicamente, se basa en un enfoque cualitativo, recurriendo al análisis documental, a partir de registros pedagógicos producidos por los estudiantes de maestría. Los resultados indican que la experiencia profesional es entendida dialécticamente como límite y posibilidad de esta formación, permitiéndonos concluir que el diálogo crítico entre formación y profesión es fundamental en este proceso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pós-graduação stricto sensu]]></kwd>
<kwd lng="pt"><![CDATA[mestrado profissional]]></kwd>
<kwd lng="en"><![CDATA[didactic]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[stricto sensu graduate studies]]></kwd>
<kwd lng="en"><![CDATA[professional masters]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[estudios de posgrado en sentido estricto]]></kwd>
<kwd lng="es"><![CDATA[maestría profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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