<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000400008</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.DS07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores alfabetizadores: estudo sobre elementos do desenvolvimento profissional]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy teachers: study on elements of professional development]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetizadores: estudio sobre los elementos de desarrollo profesional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoça]]></surname>
<given-names><![CDATA[Liliamar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>937</fpage>
<lpage>965</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto tem o prop&#243;sito de indicar os elementos que caracterizam o desenvolvimento profissional dos professores alfabetizadores. Focaliza a an&#225;lise sobre tempos e espa&#231;os de vida profissional e pessoal desses professores, considerando acontecimentos e aprendizagens, necessidades e expectativas, ao longo da carreira. A metodologia de estudo &#233; de abordagem qualitativa, considerando como fonte de dados os depoimentos de professores alfabetizadores de um munic&#237;pio da regi&#227;o metropolitana de Curitiba. Para a an&#225;lise foram observados os momentos e acontecimentos "charneira" (JOSSO, 2004), a partir do que dizem os professores alfabetizadores sobre a inser&#231;&#227;o profissional e continuidade como alfabetizadoras. O estudo aponta o ingresso como professor alfabetizador, a forma&#231;&#227;o durante a pr&#225;tica pedag&#243;gica, a forma&#231;&#227;o continuada e as condi&#231;&#245;es de trabalho como elementos, momentos e espa&#231;os fundamentais na constitui&#231;&#227;o do desenvolvimento profissional. Os resultados, ainda, indicam que o desenvolvimento profissional nasce, em um primeiro momento das incertezas, e se intensifica com a estabilidade na pr&#225;tica alfabetizadora, favorecendo a continuidade para tornar-se professor alfabetizador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text aims to indicate the characteristics of professional development of literacy teachers. The study focuses on the analysis of time and space for professional and personal lives of these teachers, considering events and learning, needs and expectations throughout his career. The research methodology is qualitative approach, considering as a data source the literacy teachers testimonials of the metropolitan region of Curitiba. For the analysis times and events "charneira" were observed (JOSSO, 2004), from what say the literacy teachers on professional insertion and continuity as literacy teachers. The study points out the ticket as a teacher literacy, learning for pedagogical practice, continuing education and working conditions as elements, moments and key areas in the constitution of professional development. The results also indicate that the professional career development born at first based on the uncertainties, and then it intensifies within stability in literacy practice, favoring continuity to become teacher literacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto tiene por objeto indicar las caracter&#237;sticas del desarrollo profesional de los maestros de alfabetizaci&#243;n. Se centra en el an&#225;lisis del tiempo y el espacio para la vida profesional y personal de estos maestros, teniendo en cuenta los acontecimientos y el aprendizaje, las necesidades y expectativas a lo largo de su carrera. La metodolog&#237;a de estudio es un enfoque cualitativo, teniendo como fuente de datos los testimonios de maestros alfabetizadores de la regi&#243;n metropolitana de Curitiba. Se observ&#243; en el an&#225;lisis de los eventos y los tiempos "charneira" (JOSSO, 2004), a partir de lo que dicen los maestros de alfabetizaci&#243;n en la inserci&#243;n profesional y la continuidad como alfabetizadores. El estudio se&#241;ala la entrada como la alfabetizaci&#243;n de profesores, la formaci&#243;n en la pr&#225;ctica pedag&#243;gica, la formaci&#243;n continua y las condiciones de trabajo como elementos, los momentos y las &#225;reas clave en la constituci&#243;n de desarrollo profesional. Los resultados tambi&#233;n indican el desarrollo profesional proviene de las incertidumbres primeros momentos y se intensifica con la estabilidad de la pr&#225;ctica de la alfabetizaci&#243;n, favoreciendo la continuidad de convertirse en maestro de alfabetizaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professores Alfabetizadores]]></kwd>
<kwd lng="pt"><![CDATA[Inserção Profissional]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Literacy Teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional Insertion]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Alfabetizadores]]></kwd>
<kwd lng="es"><![CDATA[La Inserción Profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
