<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732017000200422</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2017v35n2p422</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Identidades Docentes e Educação Básica: as vozes dos professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Identity and Primary Education: The voice of the teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidades Docentes y Educación Básica: las voces de los maestros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiss]]></surname>
<given-names><![CDATA[Doris Maria Luzzardi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Fernando Weiss]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Porto Alegre 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>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>422</fpage>
<lpage>443</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732017000200422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732017000200422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732017000200422&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como tema a produ&#231;&#227;o das identidades docentes nos contextos da escola b&#225;sica, objetivando compreender de que modo esse processo ocorre, buscando subs&#237;dios, sobretudo, em Maurice Tardif (2000, 2012), Maurice Tardif e Daniele Raymond (2000), Maria Manuela Alves Garcia, &#193;lvaro Hypolito e Jarbas Vieira (2005). A pesquisa, realizada em 2013, tem um car&#225;ter qualiquantitativo. O tratamento dos dados ocorreu atrav&#233;s da An&#225;lise de Conte&#250;do a partir da perspectiva de Laurence Bardin (1977). Os dados foram produzidos atrav&#233;s de um roteiro de perguntas direcionadas a 50 professores da Educa&#231;&#227;o B&#225;sica, os quais atuam em escolas da rede p&#250;blica, privada ou ambas, localizadas em Porto Alegre e Regi&#227;o Metropolitana. As respostas dos professores indicam que a produ&#231;&#227;o das identidades docentes, no &#226;mbito da escola b&#225;sica, ocorre tanto a partir das experi&#234;ncias pr&#233;-profissionais como das experi&#234;ncias profissionais. Apesar da influ&#234;ncia das pol&#237;ticas p&#250;blicas e das mudan&#231;as curriculares, o profissional da educa&#231;&#227;o det&#233;m relativa autonomia em sua pr&#225;tica profissional. Como conclus&#227;o, observa-se que as identidades profissionais docentes s&#227;o produzidas a partir de diversos fatores e saberes, tens&#245;es e contradi&#231;&#245;es.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The subject of this article is the production of teaching identities in the contexts of primary schools and aims to understand how this process occurs, supported particularly by the work of Maurice Tardif (2000, 2012), Maurice Tardif and Daniele Raymond (2000), Maria Manuela Alves Garcia, &#193;lvaro Hypolito and Jarbas Vieira (2005). The research was conducted in 2013 and has a qualitative and quantitative character. The data processing used content analysis from the perspective of Laurence Bardin (1977). The data were produced using a questionnaire presented to 50 primary education teachers at public or private schools in Porto Alegre and its metropolitan region. The responses from the teachers indicate that teaching identities are produced, within primary schools, from both preprofessional and professional experiences. Despite the influence of public policies and curriculum changes, education professionals have relative autonomy in their professional practice. In conclusion, it is observed that professional identities of teachers are produced from several factors and knowledges, tensions and contractions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo tiene como tema la producci&#243;n de identidades docentes en los contextos de la escuela b&#225;sica primaria y busca comprender c&#243;mo se produce este proceso, en busca de subsidios, especialmente en Maurice Tardif (2000, 2012), Maurice Tardif y Daniele Raymond (2000), Maria Manuela Alves Garcia, Alvaro Hypolito Jarbas y Vieira (2005). La investigaci&#243;n, realizada en 2013, tiene un car&#225;cter cuali-cuantitativo. Los datos se produjeron a trav&#233;s del An&#225;lisis de Contenido desde la perspectiva de Laurence Bardin (1977). Los datos fueron producidos a trav&#233;s de un gui&#243;n de preguntas dirigidas a 50 profesores de Educaci&#243;n B&#225;sica, que act&#250;an en las escuelas p&#250;blicas, red privada o ambas ubicadas en Porto Alegre y su &#225;rea metropolitana. Las respuestas de los maestros indican que la producci&#243;n de identidades docentes, en el &#225;mbito de la escuela primaria, se produce tanto de las experiencias pre-profesionales como de las experiencias profesionales. A pesar de la influencia de las pol&#237;ticas p&#250;blicas y de los cambios curriculares, el profesional de la educaci&#243;n tiene relativa autonom&#237;a en su pr&#225;ctica profesional. En conclusi&#243;n, se observa que las identidades profesionales docentes se producen a partir de varios factores y saberes, tensiones y contradicciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="pt"><![CDATA[Escola Básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Contemporânea]]></kwd>
<kwd lng="en"><![CDATA[Teaching Identity]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="en"><![CDATA[Contemporary Education]]></kwd>
<kwd lng="es"><![CDATA[Identidad Docente]]></kwd>
<kwd lng="es"><![CDATA[Escuela Básica]]></kwd>
<kwd lng="es"><![CDATA[Educación Contemporánea]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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