<?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>S1519-39932024000100408</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e10777</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Proposta de Mentoria entre pares para a formação continuada de docentes no Ensino Fundamental I]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer Mentoring Proposal for the continued training of teachers in Elementary School I]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolsonello]]></surname>
<given-names><![CDATA[Jani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Angela Mara de Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macuch]]></surname>
<given-names><![CDATA[Regiane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Cesumar Programa de Pós-Graduação em Gestão do Conhecimento nas Organizações ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Cesumar, Curso de Pedagogia Programa de Pós-Graduação em Gestão do Conhecimento nas Organizações ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Cesumar Curso de Psicologia Programa de Pós-Graduação em Gestão do Conhecimento nas Organizações]]></institution>
<addr-line><![CDATA[Maringá PR]]></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=S1519-39932024000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O cenário contemporâneo educacional tem-se tornado mais complexo e diversificado, sendo que o educador pode-se deparar com alunos que apresentam diversas demandas educacionais, exigindo dele um conhecimento que esteja alinhado às especificidades desses estudantes. Dessa forma, a formação continuada é de extrema importância para os docentes, independentemente do estágio profissional em que se encontram. Este artigo tem como objetivo propor, teórica e metodologicamente, um modelo de mentoria entre pares no processo de compartilhamento do conhecimento, entre docentes do Ensino Fundamental I, dentro da formação continuada na educação básica. Este estudo é de natureza aplicada, com abordagem qualitativa por meio de revisão de literatura e pesquisa de campo. Os resultados obtidos permitiram desenvolver a base teórica para a proposição de um modelo de mentoria entre pares para a formação continuada de professores pela ótica da Gestão do Conhecimento em contexto educacional. Concluiu-se que a proposta de mentoria entre pares dentro da formação continuada de professores auxilia na partilha do conhecimento, gerando novos saberes e impactando positivamente no desenvolvimento docente e na qualidade do ensino em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The contemporary educational scenario has become more complex and diverse, and educators may be faced with students who have diverse educational demands, exacting knowledge that is aligned with the specificities of these students. Therefore, continued training is extremely important for teachers, regardless of their professional stage. This article aims to propose a peer mentoring model in the process of sharing knowledge, among elementary school teachers, within continuing education in basic education. The methodology of this study is of an applied nature, a qualitative approach using a bibliographic review using narrative and integrative literature review methods. In this way, the results obtained provided a theoretical basis for proposing a peer mentoring model for the continued training of elementary school teachers from the perspective of Knowledge Management in educational context. Therefore, it was concluded that the proposal for peer mentoring within training can help share knowledge, generating new knowledge and positively impacting teacher development and the quality of teaching in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Compartilhamento de conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Gestão do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Mentoria entre pares]]></kwd>
<kwd lng="en"><![CDATA[Knowledge sharing]]></kwd>
<kwd lng="en"><![CDATA[Continuing training]]></kwd>
<kwd lng="en"><![CDATA[Knowledge management]]></kwd>
<kwd lng="en"><![CDATA[Peer mentoring]]></kwd>
</kwd-group>
</article-meta>
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