<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000200868</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i2p868-892</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios da docência fragmentada:]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges of fragmented teaching:]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos de la enseñanza fragmentada:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PITANO]]></surname>
<given-names><![CDATA[Sandro de Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[Camila Tatiane Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,rede pública municipal de Canguçu-RS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>868</fpage>
<lpage>892</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000200868&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000200868&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000200868&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado de um estudo de caso no município de Canguçu/RS, cuja rede de ensino apresenta um elevado índice de professores ministrando disciplinas para as quais não possuem formação específica. Objetivou-se investigar a prática pedagógica de professoras com e sem formação na área em que atuam, buscando identificar e compreender suas características, evidenciar desafios e repercussões na docência e no processo de ensino e aprendizagem. A metodologia abrange revisão bibliográfica, análise documental, observações e entrevistas com quatro professoras licenciadas em Artes, História (2) e Geografia. A pesquisa permitiu constatar que as profissionais sem formação específica têm dificuldades diretamente relacionadas à habilitação em área distinta, além de insegurança e descontentamento com essa condição, considerada como fragmentação da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of a case study in the municipality of Canguçu/RS, whose education network has a high rate of teachers teaching subjects for which they do not have specific training. The objective was to investigate the pedagogical practice of teachers with and without training in the area in which they work, seeking to identify and understand their characteristics, highlight challenges and repercussions in teaching and in the teaching and learning process. The methodology includes bibliographic review, document analysis, observations and interviews with four teachers licensed in Arts, History (2) and Geography. The research showed that professionals without specific training have difficulties directly related to qualification in a different area, in addition to insecurity and discontent with this condition, considered as fragmentation of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de un estudio de caso en el municipio de Canguçu / RS, cuya red educativa tiene una alta tasa de profesores que imparten asignaturas para las que no tienen una formación específica. El objetivo fue investigar la práctica pedagógica de los docentes con y sin formación en el área en la que se desempeñan, buscando identificar y comprender sus características, resaltar desafíos y repercusiones en la enseñanza y en el proceso de enseñanza y aprendizaje. La metodología incluye revisión bibliográfica, análisis de documentos, observaciones y entrevistas con cuatro profesores licenciados en Artes, Historia (2) y Geografía. La investigación mostró que los profesionales sin formación específica tienen dificultades directamente relacionadas con la titulación en un ámbito diferente, además de la inseguridad y el descontento con esta condición, considerada como fragmentación de la docencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
