<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000300002</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.30517</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONVERSAS COM A FORMAÇÃO DE PROFESSORES PRÁTICAS E CURRÍCULOS: MOVIMENTOS NAS/DAS PESQUISAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Rafael Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Allan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre Centro de Educação e Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>50</numero>
<fpage>2</fpage>
<lpage>10</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Em tempos em que o falar parece não mais buscar por uma interlocução, antes tornando-se uma estratégia de publicização de opiniões e certezas, porque falar em conversas? Toda conversa supõe um diálogo? Que janelas abrem as conversas nos princípios políticos e epistemológicos e nos caminhos metodológicos da produção de conhecimentos nas pesquisas? O dossiê pretende provocar estas e outras interrogações, trazendo artigos que nos permitam deslocamentos de compreensões, ampliação de sentidos e outros-novos diálogos nos campos das pesquisas em currículo, formação docente e cotidianos. A proposta investe na articulação das conversas entre esses campos, entendendo essa articulação e a própria ideia de conversa como forças mobilizadoras para pensar processos, práticas e temáticas com as pesquisas nesses campos. Outra aposta que encaminha nossas conversas com as pesquisas nesse número diz respeito às escolhas políticas e epistemológicas implicadas nos diálogos com as escolas públicas e na perspectiva das interlocuções escolas-universidades como instrumento de ampliação e consolidação das redes de saberes docentes e de produção de práticas mais coletivas e solidárias de conhecimentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En tiempos en que el hablar parece no más buscar por una interlocución, sino convertirse en una estrategia de publicidad de opiniones y certezas, porque hablar en conversaciones? Toda conversación supone un diálogo? ¿Qué ventanas abren las conversaciones en los principios políticos y epistemológicos y en los caminos metodológicos de la producción de conocimientos en las investigaciones? El dossier pretende provocar estas y otras interrogantes, trayendo artículos que nos permitan desplazamientos de comprensiones, ampliación de sentidos y otros nuevos diálogos en los campos de las investigaciones en currículo, formación docente y cotidianos. La propuesta invierte en la articulación de las conversaciones entre esos campos, entendiendo esa articulación y la propia idea de conversación como fuerzas movilizadoras para pensar procesos, prácticas y temáticas con las investigaciones en esos campos. Otra apuesta que encamina nuestras conversaciones con las investigaciones en ese número se refiere a las elecciones políticas y epistemológicas implicadas en los diálogos con las escuelas públicas y en la perspectiva de las interlocuciones escuelas-universidades como instrumento de ampliación y consolidación de las redes de saberes docentes y de producción de prácticas más colectivas y solidarias de conocimientos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRAC In times when talking seems to no longer seek for an interlocution, but rather becomes a strategy of publicizing opinions and certainties, why speak in conversations? Does every conversation suppose a dialogue? Which windows open the conversations in the political and epistemological principles and in the methodological ways of the production of knowledge in the researches? The dossier intends to provoke these and other questions, bringing articles that allow us to move from understandings, widening of meanings and other-new dialogues in the fields of research in curriculum, teacher training and daily life. The proposal invests in the articulation of the conversations between these fields, understanding this articulation and the very idea of conversation as mobilizing forces to think processes, practices and thematic with the researches in these fields. Another bet that leads our conversations with the research in this issue concerns the political and epistemological choices involved in the dialogues with public schools and in the perspective of the schools-universities interlocutions as an instrument of expansion and consolidation of the networks of teaching knowledge and of the production of more collective and solidarity of knowledge.]]></p></abstract>
</article-meta>
</front><back>
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