<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992017000200540</article-id>
<article-id pub-id-type="doi">10.14244/198271991736</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação contínua do professor-formador: constituição dos saberes profissionais em processos reflexivos coletivos]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuous training of the teacher-educator: constitution of the professional knowledge in collective reflective processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lauxen]]></surname>
<given-names><![CDATA[Ademar Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino]]></surname>
<given-names><![CDATA[José Claudio Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo, UPF  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul, UFRGS  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>540</fpage>
<lpage>558</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992017000200540&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992017000200540&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992017000200540&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo da pesquisa que motivou este artigo &#233; discutir os saberes que caracterizam o educador, bem como os atributos relacionados ao professor-formador e sua pertin&#234;ncia para a constitui&#231;&#227;o do profissional cr&#237;tico-reflexivo. Este estudo &#233; de car&#225;ter qualitativo, na perspectiva da investiga&#231;&#227;o-a&#231;&#227;o, resultado de entrevista com quest&#245;es semiestruturadas, realizadas com dez professores-formadores, atuantes em um curso de licenciatura em Qu&#237;mica. A pesquisa revela atributos e caracter&#237;sticas inerentes ao bom professor e que se associam ao professor-formador, discutindo como os entrevistados correlacionam essas duas categorias. Al&#233;m disso, aponta para a necessidade de processos reflexivos por parte do educador, sinalizando que essa reflex&#227;o pode romper com o processo meramente individual e constituir-se como pr&#225;tica social coletiva, em espa&#231;os/tempos intrainstitucionais. Os dados revelam, ainda, que os professores-formadores apresentam pontos de converg&#234;ncias com saberes para a doc&#234;ncia, e que esses ao serem revelados e problematizados em espa&#231;os/tempos de forma&#231;&#227;o cont&#237;nua podem contribuir para uma melhor compreens&#227;o do ser e fazer docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract The objective of the research that motivated this article is to discuss the knowledge that characterize the teacher as well as the attributes related to teacher-educator and its relevance to the constitution of critical and reflective professional. This is a qualitative character study, in the perspective of investigation-action, resulting from interviews with semi-structured questions, conducted with ten teachers-educators, acting in the chemistry teaching degree course. The research reveals attributes and characteristics inherent in a good teacher and which associate with the teacher-educator, discussing how the interviewed correlate those two categories. Besides, it points to the necessity of reflective processes by the educator, signaling to this reflection to be able to break with the purely individual process and constitute in a collective social practice in intra-institutional space/time. The data also reveal that the teachers-educators have points of convergence with knowledge for teaching, and that those to be revealed and problematized in spaces/times the continuous training can contribute to a better understanding of the teacher&#8217;s being and doing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor-formador]]></kwd>
<kwd lng="pt"><![CDATA[Saber-docente]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisador reflexivo.]]></kwd>
<kwd lng="en"><![CDATA[Teacher-educator]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Reflexive researcher.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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