<?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>S1981-416x2023000301241</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds18</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Proposta de formação-ação: tecitura colaborativa com professores da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposal for training-action: collaborative weaving with basic education teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Propuesta de formación-acción: tejer colaborativo con docentes de educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salaman]]></surname>
<given-names><![CDATA[Dariana Medeiros Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Madalena Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Planalto Catarinense  ]]></institution>
<addr-line><![CDATA[Lages SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Planalto Catarinense, Universidade Alto Vale do Rio do Peixe  ]]></institution>
<addr-line><![CDATA[Lages SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1241</fpage>
<lpage>1260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesta pesquisa é apresentada uma proposta de formação continuada de professores em uma escola de educação básica no município de Painel/SC. A proposta tem como aporte epistemológico o pensamento complexo, a transdisciplinaridade e a ecoformação. A pesquisa é de abordagem qualitativa e do tipo pesquisa-ação, cuja proposta formativa foi elaborada no âmbito do Programa de formação-ação em escolas criativas. Participaram da pesquisa, quinze professores atuantes na educação infantil, ensino fundamental anos iniciais e anos finais. A proposta de formação foi desenvolvida por meio de planejamento colaborativo e proporcionou, ao final dos encontros, a polinização de dois portfólios elaborados pelos professores participantes. Os resultados evidenciaram que a base epistemológica contribuiu à formação continuada dos professores, numa perspectiva mais humanizada e integradora, quando se compreende o que traz sentido à vida, o cuidado de si, do outro e do meio ambiente. Na percepção dos participantes, a formação trouxe mudanças de atitudes em prol da cidadania planetária; abertura ao diálogo, colaboração e cooperação; consciência ambiental e bem-estar social e, superação das práticas pedagógicas disciplinares, propiciadas pela reforma do pensamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text presents a proposal for the continuing education of teachers in a basic education school in the city of Panel/SC. The proposal has complex thinking, transdisciplinarity and eco-training as an epistemological contribution. The research has a qualitative approach and is of the action-research type, whose training proposal was elaborated within the framework of the Training-Action Program in creative schools. Fifteen teachers working in early childhood education, elementary school and final years participated in the research. The training proposal was developed through collaborative planning and provided, at the end of the meetings, the pollination of two portfolios prepared by the participating teachers. The results showed that the epistemological basis of the research contributed to the continuing education of teachers, in a more humanized and integrating perspective, when one understands what brings meaning to life, care for oneself, for others and for the environment. In the perception of the participants, the training brought changes in attitudes in favor of planetary citizenship; openness to dialogue, collaboration and cooperation; environmental awareness and social welfare; overcoming of disciplinary pedagogical practices, propitiated by the thought reform.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto presenta una propuesta para la formación permanente de profesores en una escuela de educación básica en la ciudad de Panel/SC. La propuesta tiene como aporte epistemológico el pensamiento complejo, la transdisciplinariedad y la ecoformación. La investigación tiene un enfoque cualitativo y es del tipo investigación-acción, cuya propuesta de formación fue elaborada en el marco del Programa de Formación-Acción en escuelas creativas. Participaron de la investigación quince docentes que actúan en educación infantil, primaria y últimos años. La propuesta de formación se desarrolló a través de la planificación colaborativa y preveía, al final de los encuentros, la polinización de dos carpetas elaboradas por los docentes participantes. Los resultados mostraron que la base epistemológica de la investigación contribuyó a la formación permanente de los docentes, en una perspectiva más humanizada e integradora, cuando se comprende lo que da sentido a la vida, el cuidado de sí mismo, de los demás y del medio ambiente. En la percepción de los participantes, la capacitación trajo cambios de actitudes a favor de la ciudadanía planetaria; apertura al diálogo, colaboración y cooperación; conciencia ambiental y bienestar social; superación de las prácticas pedagógicas disciplinarias, propiciadas por la reforma del pensamiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação-ação]]></kwd>
<kwd lng="pt"><![CDATA[Ecoformação]]></kwd>
<kwd lng="pt"><![CDATA[Transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade.]]></kwd>
<kwd lng="en"><![CDATA[Training-action]]></kwd>
<kwd lng="en"><![CDATA[Ecoformation]]></kwd>
<kwd lng="en"><![CDATA[Transdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Complexity.]]></kwd>
<kwd lng="es"><![CDATA[Formación-acción]]></kwd>
<kwd lng="es"><![CDATA[Ecoformación]]></kwd>
<kwd lng="es"><![CDATA[Transdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[Complejidad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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