<?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>S1981-416x2025000200792</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ao03</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Crafts, Affections, and Wisdoms: Evaluation of a Continuing Education Program for Basic Education Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Oficios, afectos y sabiduría: evaluación de un programa de formación continua para docentes de educación básica]]></article-title>
<article-title xml:lang="pt"><![CDATA[Artesanias, afetos e sabedorias: avaliação de um programa de formação continuada de professores de educação básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Juliana Aquino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Gilberto Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Canoas  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>792</fpage>
<lpage>807</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200792&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this study is to evaluate an experience of continuing education with basic education teachers, developed in a Municipal Education Network (RME) between 2017 and 2020. The qualification of education, especially basic education, necessarily involves the relationship established with the university, given the important role it plays in teacher training, both initial and continuing. The qualitative study is based on records produced during the training experience and produces an analysis inspired by six researcher attitudes: a) Accessing, b) Sensitizing, c) Contemplating/Listening, d) Talking/Dialoguing, e) Reflecting/Pondering, f) Recording/Documenting, taken here as categories of analysis. As a result, the study points to: the exercise of attentive and committed listening of educators was instituted as a methodology that gained other spaces, becoming part of the culture of the network, enabling a constant self-formative process; the intellectual prominence as an epistemic claim of the knowledge produced in the exercise of daily teaching; the feeling of belonging to a work project that was built in the collective, made possible by creating training spaces where one learns to learn and learns to teach; the value of the act of researching and learning to make use of what science bequeaths as heritage, in the field of literature on teacher education, served as guidance to advance in the training work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio es evaluar una experiencia de formación continua con profesores de educación básica, desarrollada en una Red Municipal de Educación (RME) entre 2017 y 2020. La cualificación de la educación, especialmente de la educación básica, pasa necesariamente por la relación que se establece con la universidad, dado el importante papel que ésta desempeña en la formación docente, tanto inicial como continua. El estudio cualitativo se basa en los registros producidos durante la experiencia de formación y produce un análisis inspirado en seis actitudes del investigador: a) Acceder, b) Sensibilizar, c) Contemplar/Escuchar, d) Hablar/Dialogar, e) Reflexionar/Reflexionar, f) Registrar/Documentar, tomadas aquí como categorías de análisis. Como resultado, el estudio apunta a: el ejercicio de la escucha atenta y comprometida de los educadores se instituyó como una metodología que ganó otros espacios, pasando a formar parte de la cultura de la red, posibilitando un constante proceso autoformativo; el protagonismo intelectual como reivindicación epistémica del conocimiento producido en el ejercicio de la docencia cotidiana; el sentimiento de pertenencia a un proyecto de trabajo que se construyó en el colectivo, posibilitado por la creación de espacios de formación donde se aprende a aprender y se aprende a enseñar; el valor del acto de investigar y aprender a hacer uso de lo que la ciencia lega como patrimonio, en el campo de la literatura sobre formación docente, sirvió de guía para avanzar en el trabajo de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo avaliar uma experiência de formação continuada com professores da educação básica, desenvolvida em uma Rede Municipal de Ensino (RME) entre os anos de 2017 e 2020. A qualificação da educação, especialmente da Educação Básica, passa necessariamente pelas relações estabelecidas com a universidade, visto o importante papel que esta exerce na formação docente, tanto inicial quanto continuada. O estudo de cunho qualitativo, ampara-se em registros produzidos durante a experiência formativa e produz a análise inspirada em seis posturas pesquisantes: a) Acessar, b) Sensibilizar(-se), c) Contemplar/Escutar, d) Conversar/Dialogar, e) Reflexionar/Refletir, f) Registrar/Documentar. Como resultado o estudo aponta para: o exercício da escuta atenta e comprometida dos educadores instituiu-se como uma metodologia que ganhou outros espaços, se tornando parte da cultura da rede, viabilizando um processo auto formativo constante; o protagonismo intelectual como reivindicação epistêmica do saber produzido no exercício da docência cotidiana; o sentimento de pertencimento a um projeto de trabalho que se construiu no coletivo, viabilizado por criar espaços formativos onde se aprende a aprender e se aprende a ensinar; o valor do ato de pesquisar e o aprender a fazer uso do que a ciência lega como herança, no campo da literatura sobre formação de professores, serviu como orientação para avançar no trabalho formativo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Continuing Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Participatory and collaborative methodologies]]></kwd>
<kwd lng="es"><![CDATA[Formación Contínua de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Metodologías participativas y colaborativas]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias participativas e colaborativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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