<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352024000100105</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2024v62n71id35617</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática e formação docente: desafios e resistências no contexto da covid-19]]></article-title>
<article-title xml:lang="es"><![CDATA[Práctica y formación docente: desafíos y resistencias en el contexto del Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher practice and education: challenges and resistances in the COVID-19 context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pucci]]></surname>
<given-names><![CDATA[Renata Helena Pin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra]]></surname>
<given-names><![CDATA[Kauany Cerqueira Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Luciana Haddad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>62</volume>
<numero>71</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352024000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo, aborda-se a prática docente no contexto do ensino remoto emergencial, deflagrado devido à pandemia da covid-19. Diante da conjuntura imposta e suas consequentes transforma- ções sociais, como as mudanças nas formas de configuração do trabalho docente, o objetivo da pesquisa foi compreender como professoras do Ensino Fundamental lidaram com a mudança para o ensino remoto emergencial, considerando aspectos da formação e da prática trazidos em seus enunciados. O estudo foi desenvolvido a partir da produção e da análise de narrativas de professoras das séries iniciais do Ensino Fundamental da Rede Municipal de Educação de duas cidades do interior de São Paulo. A fundamentação teórico-metodológica da pesquisa para cons- trução e análise dos dados ancora-se nas perspectivas histórico-cultural e enunciativo-discursiva. Os enunciados evidenciaram dificuldades e desafios, mas também ensinamentos sobre a docência, profundamente ancorados nas relações professor-aluno, nos saberes constituídos na práxis educa- tiva, na identidade docente constituída no coletivo. Palavras-chave: Formação docente. Narrativas pedagógicas. Ensino remoto emergencial. Pandemia da covid-19.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio se aborda la práctica docente en el contexto de la enseñanza remota de emer- gencia, desencadenada debido a la pandemia del Covid-19. Ante la coyuntura impuesta y sus consecuentes transformaciones sociales, como los cambios en las formas de configuración del trabajo docente, el objetivo de la investigación fue comprender cómo las maestras de Educación Primaria lidiaron con el cambio para la enseñanza remota de emergencia, considerando aspectos de formación y práctica traídos en sus relatos. El estudio fue desarrollado a partir de la producción y del análisis de narrativas de maestras de los años iniciales de la Educación Primaria de la Red Municipal de Educación de dos ciudades del interior de São Paulo, Brasil. La fundamentación teó- rica y metodológica de la investigación para la construcción y análisis de los datos está anclada en las perspectivas histórico-cultural y enunciativo-discursiva. Los enunciados evidenciaron dificultades y desafíos, pero también enseñanzas sobre la docencia profundamente ancladas en las relaciones docente-alumno, en los saberes constituidos en la praxis educativa, en la identidad docente consti- tuida en el colectivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study addresses teaching practice in the context of emergency remote teaching, triggered by the COVID-19 pandemic. In view of the imposed conjuncture and its consequent social transformations, such as the changes in the ways of configuring the teaching work, the objective of this study was to understand how Elementary School teachers dealt with the change to emergency remote teaching, considering aspects of their education and practice brought up in their statements. The study was developed from the production and analysis of narratives of the early grades of Elementary School teachers from the Municipal Education Network of two cities in the hinterlands of São Paulo. The theoretical and methodological foundation of the research for the construction and analysis of data is anchored in the cultural-historical and enunciative-discursive perspectives. The statements showed difficulties and challenges, but also lessons about teaching, deeply anchored in the teacher-student relationships, the knowledge constituted in the educational praxis, the teaching identity, constituted in the collective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino remoto emergencial]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia da covid-19]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria completa]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical narratives]]></kwd>
<kwd lng="en"><![CDATA[Emergency remote teaching]]></kwd>
<kwd lng="en"><![CDATA[COVID-19 pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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