<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000100078</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n57.p78-94</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO BÁSICA: ANÁLISE DOS PROCESSOS FORMATIVOS]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION TEACHER TRAINING: ANALYSIS OF TRAINING PROCESSES]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DE PROFESORES DE EDUCACIÓN: ANÁLISIS DE LOS PROCESOS DE FORMACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cartaxo]]></surname>
<given-names><![CDATA[Simone Regina Manosso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mira]]></surname>
<given-names><![CDATA[Marilia Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasparim]]></surname>
<given-names><![CDATA[Rosangela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa (UEPG) Departamento de Pedagogia Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Positivo (UP) Curso de Pedagogia ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rede Municipal de Ensino de Curitiba  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>57</numero>
<fpage>78</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000100078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto aborda a formação continuada de professores da educação básica na Rede Municipal de Ensino de Curitiba e tem como objetivo caracterizar os diferentes movimentos formativos, a fim de identificar a existência de processos de organização coletiva dos/com professores no ensino fundamental a partir das próprias práticas produzidas no contexto de trabalho da escola. Apoia-se na epistemologia da teoria como expressão da prática para realizar uma revisão sistemática que toma como referência dados de pesquisas realizadas sobre a formação continuada nessa rede de ensino. Os resultados indicam que, no contexto dos movimentos formativos analisados, há alguns aspectos que podem ser considerados como elementos determinantes na direção de fragilizar a organização coletiva dos docentes: a ausência de um projeto de formação que não se limite ao período de uma gestão no governo, a influência das avaliações em larga escala e a perspectiva da distribuição do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text addresses the continuing education of teachers of basic education in the Curitiba Municipal Education Network and aims to characterize the different formative movements, in order to identify the existence of processes of collective organization of / with teachers in elementary school from their own. practices produced in the school work context. It relies on the epistemology of theory as an expression of practice to conduct a systematic review that draws on data from research on continuing education in this education network. The results indicate that, in the context of the formative movements analyzed, there are some aspects that can be considered as determining elements in the direction of weakening the collective organization of teachers: the absence of a training project that is not limited to the period of government administration, the influence of large scale assessments and the perspective of knowledge distribution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto aborda la educación continua de los docentes de educación básica en la Red de Educación Municipal de Curitiba y tiene como objetivo caracterizar los diferentes movimientos formativos, con el fin de identificar la existencia de procesos de organización colectiva de / con docentes en la escuela primaria desde los suyos. prácticas producidas en el contexto laboral escolar. Se basa en la epistemología de la teoría como expresión de la práctica para realizar una revisión sistemática que se basa en datos de investigaciones sobre educación continua en esta red educativa. Los resultados indican que, en el contexto de los movimientos formativos analizados, hay algunos aspectos que pueden considerarse como elementos determinantes para debilitar la organización colectiva de los docentes: la ausencia de un proyecto de capacitación que no se limite al período de administración gubernamental. , la influencia de las evaluaciones a gran escala y la perspectiva de la distribución del conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto de formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Continuing education project]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de educación continua]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Caminhos e descaminhos na formação continuada de professores: as políticas públicas da Rede Municipal de Ensino de Curitiba (1963-1996)]]></source>
<year>2010</year>
<page-range>341 f</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
