<?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>S1519-39932024000100417</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e8633</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O papel do formador de professores de Geografia nas redes públicas de um município paulista]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of Geography teacher trainers in public school networks in São Paulo city]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carmo]]></surname>
<given-names><![CDATA[Gabriele Mesquita Pereira do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lastória]]></surname>
<given-names><![CDATA[Andrea Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</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=S1519-39932024000100417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100417&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo discute o papel dos formadores de professores de Geografia das redes públicas de um município paulista, sob a perspectiva dos próprios sujeitos. As reflexões apresentadas fazem parte de uma pesquisa de Mestrado Acadêmico, finalizada, na área da Educação. A referida investigação coletou dados por intermédio de entrevistas, utilizando roteiros semiestruturados, com três formadores de professores que atuavam em diferentes instituições das redes públicas de ensino. Eles representavam a totalidade de formadores para a disciplina de Geografia no município da pesquisa. Os resultados demonstram que os participantes buscam romper com as práticas formativas diretivas. De modo inverso, eles auxiliam os professores na promoção de mediações e formações dialogadas. Os resultados revelaram dificuldades, por parte dos formadores, em descrever o papel que desempenhavam junto aos professores de Geografia, que apesar de possuírem concepções similares aos primeiros, encontravam contextos de atuação e prioridades formativas das instituições distintas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the role of Geography teachers&#8217; trainers in public schools in a city in the state of São Paulo, from the perspective of the participants themselves. The reflections presented are part of an Academic Master&#8217;s research, completed in the field of Education. This investigation collected data through interviews, using a semi-structured interview guide, with three teacher trainers who worked in different institutions from the public education network. They represented the totality of trainers for the discipline of Geography in the municipality where the research was developed. The results demonstrate that the participants seek to disconnect from the directive training practices. Conversely, they assisted the teachers by promoting mediation and dialogued training. Moreover, the results revealed difficulties on the part of the trainers, in describing the role they played together with Geography teachers and that, despite holding similar conceptions, the contexts of action and the training priorities of the institutions differed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Formador de professores]]></kwd>
<kwd lng="pt"><![CDATA[Redes públicas de ensino]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Geography Teaching]]></kwd>
<kwd lng="en"><![CDATA[In-service teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teacher trainers]]></kwd>
<kwd lng="en"><![CDATA[Public schools network]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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