<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000200309</article-id>
<article-id pub-id-type="doi">10.14393/obv7n2.a2023-67983</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pesquisa-Trans-Formação como estratégia de formação docente]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación-Trans-Formación como estrategia de capacitación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Trans-Formation-Research as a teacher training strategy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Fernanda Marcon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Virgínia Mara Próspero da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Luciana de Oliveira Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000200309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Pesquisa-Trans-Formação como estratégia de formação docente propõe, a partir da tensão entre pesquisar-formar-transformar, a criação de Situações Sociais de Desenvolvimento e, por meio da utilização de diferentes estratégias pedagógicas, promover a reflexão-crítica e fomentar processos de transformação da prática docente. Diante disso, este estudo teve como objetivo discutir a Pesquisa-Trans-Formação elaborada como estratégia de formação docente, realizada em 10 encontros, desenvolvidos de maneira remota, com 10 professores de Educação Física, que atuam no Ensino Fundamental - Anos Iniciais e Finais da rede municipal de uma cidade do Vale do Paraíba Paulista. Frente às inquietações desses educadores, o tema central trabalhado e discutido nos encontros formativos foi a Avaliação para a Aprendizagem em Educação Física, seus desafios e possibilidades. As informações foram produzidas com base em estratégias didático-pedagógicas especificamente, pensadas para o grupo em questão, sendo consideradas algumas das mediações que o constituem, podendo-se citar a discussão de um caso de ensino, slides e formações dialogadas, apresentação de práticas avaliativas já estabelecidas e de novas práticas, reflexão-crítica coletiva, construção colaborativa de uma proposta avaliativa, entre outras. O movimento analítico das informações produzidas, durante o processo de pesquisar e formar esses professores, deu-se por meio da Análise de Conteúdo (BARDIN,2011) resultando em três categorias: Reflexão sobre a própria prática, Aprendizagem sobre avaliação em Educação Física e Mudança da prática avaliativa, que demonstraram a potencialidade dessa forma de apreender e intervir, dialeticamente, na realidade estudada e de favorecer a transformação educacional e social, possibilitando o reconhecimento do inédito viável neste processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMÉN La Trans-Formación Investigación como estrategia de capacitación docente propone, a partir de la tensión entre investigar-capacitar-transformar, una creación de Situaciones Sociales de Desenvolvimiento e, a través de la utilización de diferentes estrategias pedagógicas, promover la reflexión-crítica y fomentar los procesos de transformación de la práctica docente. Frente a eso, esta investigación tuve como objetivo discutir la Investigación-Trans-Formación elaborada como estrategia de capacitación docente, hecha en 10 encuentros, desenvueltos de manera remota con 10 profesores de Educación Deportiva que actúan en el Enseno Fundamental - Anos Iniciales y Finales de la red municipal de una ciudad del Vale do Paraíba Paulista. Frente a las inquietudes de esos educadores, el asunto principal trabajado y discutido en los encuentros de capacitación fue la Evaluación para Aprendizaje en Educación Deportiva, sus desafíos y posibilidades. Las informaciones fueran producidas con base en estrategias didáctico-pedagógicas en particular pensadas para el grupo de esa investigación. Fue consideradas algunas mediaciones que lo constituyen, como la discusión de un caso de enseño, slides y capacitaciones dialogadas, presentaciones de prácticas evaluativas ya establecidas y de nuevas prácticas, reflexión-critica colectiva, construcción colaborativa de una propuesta evaluativa, entre otras. El movimiento analítico de las informaciones producidas durante el proceso de pesquisar y capacitar esos profesores ocurrió por medio de la Análisis de Contenido (BARDIN, 2011) resultando en tres categorías: Reflexión sobre la práctica, Aprendizaje sobre evaluación en Educación Deportiva y Mudanza de la practica evaluativa, que demostraron potencialidad en la forma de aprender e intervenir dialécticamente en la realidad estudiada y de favorecer la transformación educacional y social, dando posibilidad para el reconocimiento de lo inédito viable en esto proceso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Trans-Formation-Research as a teacher training strategy proposes, based on the tension between researching-training-transforming, the creation of Social Situations of Development and, through the use of different pedagogical strategies, promote critical reflection and foster processes of practice transformation teacher. In view of this, this study aimed to analyze and discuss the Trans-Formation-Research developed as a teacher training strategy, carried out in 10 meetings, developed remotely, with 10 Physical Education teachers, who work in Elementary School - Early Years and Finals of the municipal network of a city in the Vale do Paraíba Paulista. Faced with these educators' concerns, the central theme worked on and discussed in the formative meetings was Assessment for Learning in Physical Education, its challenges and possibilities. The information was produced based on didactic-pedagogical strategies specifically designed for the group in question, considering some of the mediations that constitute it, such as the discussion of a teaching case, slides and dialogued formations, presentation of evaluation practices already established and new practices, collective reflection-criticism, collaborative construction of an evaluative proposal, among others. The analytical movement of the information produced, during the process of researching and training these teachers, took place through content analysis, resulting in three categories: Reflection on the practice itself, Learning about evaluation in Physical Education and Change in the evaluation practice, which demonstrated the potential of this way of apprehending and intervening, dialectically, in the studied reality and of favoring educational and social transformation, enabling the recognition of what is new and viable in this process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa-Trans-Formação]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="es"><![CDATA[Investigación-Trans-Formación]]></kwd>
<kwd lng="es"><![CDATA[Capacitación Docente]]></kwd>
<kwd lng="es"><![CDATA[Desenvolvimiento Profesional]]></kwd>
<kwd lng="en"><![CDATA[Trans-Formation-Research]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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