<?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>S1982-71992020000100144</article-id>
<article-id pub-id-type="doi">10.14244/198271993009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os contributos da reflexão e da experiência vivenciada na formação continuada de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The contributions of reflection and experience experienced in continued teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Contributos de la reflexión y de la experiencia vivenciada en la formación continuada de profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behrens]]></surname>
<given-names><![CDATA[Marilda Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fedel]]></surname>
<given-names><![CDATA[Tiago Reus Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná (PUCPR)  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná (PUCPR)  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A necessidade de buscar significado para a mudança de visão da formação docente, visando superar os cursos estanques que ainda continuam a ser promovidos nas instituições de ensino, levou a desenvolver uma pesquisa exploratória sobre o que deveria compor os processos de formação continuada, para que fosse possível a reconstrução da docência nos diferentes níveis de ensino. O objetivo da pesquisa foi investigar os contributos necessários para favorecer os processos de formação continuada no sentido de subsidiar a busca contínua da reconstrução da ação docente. O problema investigado foi: a experiência vivenciada na profissão docente e a reflexão sobre ela podem ser consideradas como contributos relevantes na formação contínua dos professores? Destacam-se do referencial teórico investigado os estudos de pesquisadores como Imbernón (2001, 2016), Schön (1992, 2000), Nóvoa (1992, 2016), Tardif (2014), Zeichner (1993, 2008). O principal procedimento metodológico usado na pesquisa exploratória foi a revisão de literatura, que abrangeu a consulta às fontes bibliográficas e artigos relacionados com a temática. A caminhada na pesquisa permitiu perceber que a experiência e a reflexão podem ser entendidas como os princípios norteadores relevantes para a formação contínua do professor. A mudança da prática pedagógica necessita ser refletida e ressignificada, especialmente por meio da discussão entre pares, o que pode ser determinante para a reconstrução da docência de maneira crítica. Conclui-se que acolher o processo de reflexão e de valorização da experiência vivenciada dos professores podem ser contributos relevantes para a formação docente com vistas a buscar uma educação relevante e transformadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The need to seek meaning for the change of vision of teacher education, aiming to overcome the hermetic courses that still continue to be promoted in educational institutions, led to the development of an exploratory research on what should be part of continuing education process, reconstruction of teaching at different levels of education. The objective of the research was to investigate the contributions necessary to favor the processes of continuous formation in order to subsidize the continuous search for the reconstruction of the teaching action. The problem was investigate the next question: can the experience of the teaching profession and reflection on it be considered as relevant contributions in the ongoing formation of teachers? It is worth mentioning the theoretical framework investigated the studies of researchers such as Imbernón (2001, 2016), Schön (1992, 2000), Nóvoa (1992, 2016), Tardif (2014) and Zeichner (1993, 2008). The main methodological procedure used in exploratory research was the literature review, which included the consultation of bibliographical sources and articles related to the theme. The walk in the research allowed to realize that the experience and the reflection can be understood as the guiding principles relevant for the continuous formation of the teacher. The change in pedagogical practice needs to be reflected and re-signified, especially through peer-to-peer discussion, which can be crucial for the reconstruction of teaching in a critical way. It is concluded that welcoming the process of reflection and appreciation of the lived experience of teachers can be relevant contributions to teacher training in order to seek a relevant and transformative education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La necesidad de buscar significado para el cambio de visión de la formación docente, con el fin de superar los cursos estancos que aún se están promoviendo en las instituciones de enseñanza, llevó a desarrollar una investigación exploratoria sobre lo que debería componer los procesos de formación continuada, para que fuera posible la reconstrucción de la docencia en los diferentes niveles de enseñanza. El objetivo de la investigación fue investigar las contribuciones necesarias para favorecer los procesos de formación continuada en el sentido de subsidiar la búsqueda continua de la reconstrucción de la acción docente. Cómo problema se investigo la pregunta: ¿la experiencia vivida en la profesión docente y la reflexión sobre ella pueden ser consideradas como contribuciones relevantes en la formación continua de los profesores? Se destacan del referencial teórico investigado los estudios de investigadores como Imbernón (2001, 2016), Schön (1992, 2000), Nóvoa (1992, 2016), Tardif (2014), Zeichner (1993, 2008). El principal procedimiento metodológico utilizado en la investigación exploratoria fue la revisión de literatura, que abarcó la consulta a las fuentes bibliográficas y artículos relacionados con la temática. La caminata en la investigación permitió percibir que la experiencia y la reflexión pueden ser entendidas como los principios orientadores relevantes para la formación continua del profesor. El cambio de la práctica pedagógica necesita ser reflejado y resignificado, especialmente por medio de la discusión entre pares, lo que puede ser determinante para la reconstrucción de la docencia de manera crítica. Se concluye que acoger el proceso de reflexión y de valoración de la experiencia vivenciada de los profesores pueden ser contribuciones relevantes para la formación docente con miras a buscar una educación relevante y transformadora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Construtos para a atuação docente]]></kwd>
<kwd lng="pt"><![CDATA[Reflexão]]></kwd>
<kwd lng="pt"><![CDATA[Docência.]]></kwd>
<kwd lng="en"><![CDATA[Continuing education of teachers]]></kwd>
<kwd lng="en"><![CDATA[Constructs for the teaching performance]]></kwd>
<kwd lng="en"><![CDATA[Reflection]]></kwd>
<kwd lng="en"><![CDATA[Teaching.]]></kwd>
<kwd lng="es"><![CDATA[Formación continuada de profesores]]></kwd>
<kwd lng="es"><![CDATA[Constructores para la actuación docente]]></kwd>
<kwd lng="es"><![CDATA[Reflexión]]></kwd>
<kwd lng="es"><![CDATA[Docencia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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