<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100118</article-id>
<article-id pub-id-type="doi">10.1590/0102-469836778</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIMENSÕES POLÍTICA, CONTEXTUAL E DO CONHECIMENTO DA FORMAÇÃO DOCENTE: UMA PERSPECTIVA À LUZ DO PENSAMENTO BAKHTINIANO]]></article-title>
<article-title xml:lang="es"><![CDATA[DIMENSIONES POLÍTICA, CONTEXTUAL Y DE EL CONOCIMIENTO DE LA FORMACIÓN DEL PROFESORADO: UNA PERSPECTIVA A LA LUZ DEL PENSAMIENTO BAKHTINIANO]]></article-title>
<article-title xml:lang="en"><![CDATA[POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DECONTO]]></surname>
<given-names><![CDATA[DIOMAR CARÍSSIMO SELLI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OSTERMANN]]></surname>
<given-names><![CDATA[FERNANDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></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>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A partir do pensamento bakhtiniano, construímos dimensões de uma perspectiva de formação contra-hegemônica de professores de Ciências da Natureza. Essa perspectiva formativa, que denominamos por &#8220;formação dialógica-responsável de professores&#8221;, é constituída de sete dimensões - práxica, ética, estética, investigativa, política, contextual e do conhecimento, das quais as três últimas serão desenvolvidas no presente trabalho. A construção dessas dimensões foi desenvolvida a partir do cotejamento de textos do Círculo bakhtiniano com textos da literatura de formação docente, estabelecendo tensionamentos, contraposições, mostrando insuficiências e propondo avanços em relação ao modelo formativo hegemônico, fundamentado na racionalidade técnica. Nesse processo, emergiram dimensões formativas que, distanciadas de um perfil prescritivo, se constituem como princípios que permitem repensar, transformar, dar encaminhamentos, estruturar formações que rompam com a perspectiva hegemônica. Defendemos que nossas dimensões possibilitam ressignificar a formação docente no que diz respeito à compreensão ampla da realidade, criticidade, autonomia docente, organicidade dos processos formativos e dialogicidade na construção do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Con base en el pensamiento bajtiniano, desarrollamos dimensiones de una perspectiva de formación contrahegemónica de profesores de Ciencias Naturales. Esta perspectiva formativa, que llamamos &#8220;formación dialógico-responsable de profesores&#8221;, consta de siete dimensiones: praxica, ética, estética, investigativa, política, contextual, y conocimiento, de las cuales las tres ultimas serán desarrolladas en el presente artículo. La construcción de estas dimensiones se llevó a cabo a partir del cotejo de textos del Círculo Bajtiniano con textos de la literatura sobre la formación del profesorado, estableciendo tensiones, contrastes, mostrando insuficiencias y proponiendo avances en relación al modelo de formación hegemónico, dirigido por la racionalidad técnica. En este proceso emergieron dimensiones formativas que, alejadas de un perfil prescriptivo, se constituyen como principios que permiten repensar, transformar, estructurar formaciones que rompan con la perspectiva hegemónica. Sostenemos que nuestras dimensiones permiten resignificar la formación del profesorado en lo referente a la comprensión amplia de la realidad, la criticidad, la autonomía docente, la organicidad de los procesos formativos y la dialogicidad en la construcción del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call &#8220;dialogical-responsible teacher education,&#8221; consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Círculo de Bakhtin]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[formação dialógica-responsável]]></kwd>
<kwd lng="es"><![CDATA[Circulo de Bajtín]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[formación dialógico-responsable]]></kwd>
<kwd lng="en"><![CDATA[Bakhtin Circle]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[dialogical-responsible education]]></kwd>
</kwd-group>
</article-meta>
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