<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100129</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i0.8664900</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Resiliência Docente e Alternância Pedagógica na Aprendizagem dos Professores Iniciantes: os Movimentos em Meio aos Contextos Emergentes]]></article-title>
<article-title xml:lang="es"><![CDATA[Resiliencia Docente y Alternância Pedagógica em el Aprendizaje de Docentes Principiantes: los Movimientos em Médio de Contextos Emergentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Professor&#8217;s Resilience and Pedagogical Alternation in the Beginner Professors&#8217; Learning: The Movements Within the Emerging Contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[Jordana Rex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolzan]]></surname>
<given-names><![CDATA[Doris Pires Vargas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</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>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Neste artigo, apresentamos discussões resultantes da pesquisa &#8220;Professor iniciante nas licenciaturas e os contextos emergentes: aprendizagem para/na docência&#8221;, cujo foco é a aprendizagem docente do professor iniciante de licenciatura na perspectiva dos contextos emergentes. Para isso, buscamos responder ao seguinte problema de pesquisa: quais são os movimentos produzidos pelos professores iniciantes nos processos de aprender a docência nas licenciaturas, em meio aos contextos emergentes. Como aporte teórico-metodológico, utilizamos, neste artigo, Bolzan (2009, 2012, 2016), Isaia e Bolzan (2009), Isaia (2006), Morosini (2014), Tardif (2014), Imbernón (2009), entre outros autores. A pesquisa é qualitativa narrativa sociocultural. Realizamos entrevistas, a partir de tópicos guia, com professores iniciantes que atuam nos cursos de licenciatura de uma universidade pública do interior do Rio Grande do Sul. A partir das narrativas, evidenciamos as categorias docência e processos formativos que, perpassadas pelos contextos emergentes, configuram a aprendizagem docente dos professores iniciantes. Esses contextos emergentes se colocam como desafios frente à dinamização dos conhecimentos universitários, das exigências da profissão e da especificidade dos cursos de formação de professores. Assim, a docência se complexifica na medida em que as transformações da sociedade emergem na aprendizagem docente, na qual os movimentos de alternância pedagógica e resiliência docente implicam no processo de aprender a docência do professor iniciante que atua como formador de formadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo presentamos discusiones resultantes de la investigación &#8220;Docente que se inicia en la carrera y los contextos emergentes: aprender para / en la docencia&#8221;, que se centró en el aprendizaje de la enseñanza del docente que inicia la carrera en la perspectiva de los contextos emergentes. Para ello, buscamos dar respuesta al siguiente problema de investigación: ¿Cuáles son los movimientos producidos por los docentes principiantes en los procesos de aprender a enseñar en las carreras de grado, en medio de contextos emergentes? Como aporte teórico y metodológico, en este artículo utilizamos a Bolzan (2009, 2012, 2016), Isaia y Bolzan (2009), Isaia (2006), Morosini (2014), Tardif (2014), Imbernón (2009), entre otros. autores. La investigación es narrativa sociocultural cualitativa. Realizamos entrevistas, en base a temas guía, con profesores principiantes que laboran en cursos de pregrado en una universidad pública del interior de Rio Grande do Sul. De las narrativas, destacamos las categorías de procesos de enseñanza y formación que, permeadas por contextos emergentes, configurar el aprendizaje de la enseñanza de los profesores principiantes. Estos contextos emergentes plantean desafíos para la dinamización del conocimiento universitario, los requerimientos de la profesión y la especificidad de los cursos de formación docente. Así, la enseñanza se vuelve más compleja a medida que emergen las transformaciones de la sociedad en la enseñanza aprendizaje, en las que los movimientos de alternancia pedagógica y resiliencia docente implican en el proceso de aprendizaje la enseñanza del docente principiante que actúa como formador de formadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, we present discussions that result from the research &#8220;Beginner professor in undergraduate courses and the emerging contexts: learning for / in teaching&#8221;, whose focus is on the beginner professor&#8217;s learning in the undergraduate course from the perspective of emerging contexts. For this purpose, we intend to answer the following research problem: what are the movements produced by beginner professors in the processes of learning to teach in undergraduate teaching focused courses, in the midst of emerging contexts. As theoretical and methodological framework, in this article, we used Bolzan (2009, 2012, 2016), Isaia and Bolzan (2009), Isaia (2006), Morosini (2014), Tardif (2014), Imbernón (2009), among other authors. The research has a qualitative socio-cultural narrative nature. We conducted interviews, based on guiding topics, with beginner professors who work in undergraduate courses at a public University in the countryside of Rio Grande do Sul. Based on the narratives, we highlighted the categories of teaching and formative processes that, pervaded by emerging contexts, configure the beginner professors&#8217; learning. These emerging contexts are characterized as challenges in the face of dynamization of academic knowledge, work demands and the specificity of teachers&#8217; training courses. Thus, teaching becomes more complex as the transformations of society emerge in professors&#8217; learning, in which the movements of pedagogical alternation and teaching resilience imply the process of learning the teaching of the beginner professor who works as a trainer of trainers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Professor iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Cursos de licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem docente]]></kwd>
<kwd lng="pt"><![CDATA[Contextos emergentes]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Maestra principiante]]></kwd>
<kwd lng="es"><![CDATA[Cursos de pregrado]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de profesores]]></kwd>
<kwd lng="es"><![CDATA[Contextos emergentes]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Beginner professors]]></kwd>
<kwd lng="en"><![CDATA[Teaching focused degree]]></kwd>
<kwd lng="en"><![CDATA[Professors&#8217; learning]]></kwd>
<kwd lng="en"><![CDATA[Emerging contexts]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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