<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100109</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e12952</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O tempo da espera em um tempo extremo: desafios narrativos da formação docente no presente]]></article-title>
<article-title xml:lang="en"><![CDATA[The time of waiting in an extreme time: narrative challenges of teacher education in the present]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ourique]]></surname>
<given-names><![CDATA[Maiane Liana Hatschbach]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Juliana Marques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio discute o potencial formativo da narrativa como ancoragem para a experiência no tempo da espera, tensionando os desafios da formação docente em um tempo extremo, de catástrofes e isolamento social, no qual as plataformas digitais modelam outras práticas educativas. Seguindo uma abordagem hermenêutica e reconstrutiva, este ensaio tem como objetivo entender os desafios narrativos que a formação docente enfrenta a partir do movimento de plataformização da prática educativa, repercutindo a ancoragem que persiste no espaço-tempo da formação diante das exigências da linguagem que sustenta o ambiente digital. Este texto ensaístico interroga-se sobre o quanto é possível manter em diálogo estas diferentes matrizes formativas sem desnarrativizar a experiência do tempo presente. Destaca-se a ideia de que para fazer formação humana e de professores não basta eleger algumas âncoras narrativas. É necessário saber posicionar-se em tempos extremos, criando condições para a construção de narrativas partilhadas da existência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay discusses the formative potential of narrative as an anchor for the experience in time, addressing the challenges of teacher education in an extreme time of catastrophes and social isolation, when digital platforms shape new educational practices. Following a hermeneutic and reconstructive approach, it aims to understand the narrative challenges that teacher education faces due to the movement of platformization in educational practice. This essay also addresses the sheltered anchorage in the space-time of education in light of the linguistic demands that sustains the digital environment. It questions the extent to which it is possible to maintain a dialogue between these different formative patterns without denarrativizing the experience of the present time. It highlights the idea that, for human and teacher education, it is not enough to choose a few narrative anchors. It is necessary to know how to position oneself in extreme times, fostering the construction of shared narratives of existence.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Âncoras narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Plataformização]]></kwd>
<kwd lng="pt"><![CDATA[Tempo-espaço]]></kwd>
<kwd lng="en"><![CDATA[Narrative Anchors]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Platformization]]></kwd>
<kwd lng="en"><![CDATA[Space-time]]></kwd>
</kwd-group>
</article-meta>
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