<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000200267</article-id>
<article-id pub-id-type="doi">10.5902/1984644428842</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores em comunidades colaborativas no interior da Amazônia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Training in Collaborative Communities inside the Amazon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ximenes-Rocha]]></surname>
<given-names><![CDATA[Solange Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[Dario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará Centro de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>267</fpage>
<lpage>284</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo relata um estudo que objetivou descrever e compreender o processo de transforma&#231;&#227;o de uma comunidade acad&#234;mica end&#243;gena do interior da Amaz&#244;nia - o Formazon - em uma comunidade acad&#234;mica colaborativa que integra professores escolares, professores acad&#234;micos e futuros professores de diferentes &#225;reas do conhecimento. Os dados foram coletados a partir de registros de reuni&#245;es, entrevistas e transcri&#231;&#245;es de &#225;udios dos encontros durante 18 meses. Recorreu-se &#224; pesquisa narrativa para a an&#225;lise dos dados, entendendo-a, assim como Clandinin e Connely (2000), como um modo de produzir sentido &#224; experi&#234;ncia vivida e tamb&#233;m de investig&#225;-la. Buscou responder &#224;s seguintes indaga&#231;&#245;es: Como a comunidade Formazon vem aprendendo e se transformando? Como vem se constituindo em uma comunidade colaborativa? Quais os ind&#237;cios dessa transforma&#231;&#227;o? Os resultados indicam que a interlocu&#231;&#227;o colaborativa que, no &#226;mbito do Formazon, se estabeleceu acerca das pr&#225;ticas de ensino dos participantes, de pesquisas dessas pr&#225;ticas e das pol&#237;ticas que as permeiam delineou um novo tipo de forma&#231;&#227;o cont&#237;nua no grupo, baseado na reflex&#227;o e na investiga&#231;&#227;o sobre as pr&#225;ticas educativas. Ao constituir-se em uma comunidade de estudo, problematiza&#231;&#227;o e pesquisa das pr&#225;ticas docentes, o Formazon empoderou o processo de desenvolvimento profissional dos participantes, pois incrementou a emancipa&#231;&#227;o e a autonomia profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Abstract This paper reports on a study that aimed at describing and comprehending the transformation process of a local academic community inside the Amazon - named Formazon - into a collaborative learning community which includes school teachers, professors, and future educators from different areas of knowledge. The data was collected in an 18-month period from records and audio transcripts of meetings and from interviews. The narrative research was used to analyze the data, understanding it just as Clandinin and Connely (2000) did, as a way to bring meaning to the lived experience and also to investigate it. Its analysis aimed at answering the following questions: How has the Formazon community been learning and transforming itself? How has it been shaping itself into a collaborative community? What are the evidences of this transformation? Results indicate that, in relation to Formazon, collaborative interaction regarding both the participants&#8217; school practices as well as the researching of these practices and of the politics permeating them, has outlined a new form of continuous education in the group, based on reflecting on and investigating school practices. Constituting a community that studies, questions, and researches school practices, Formazon has empowered the professional development process of its participants by increasing emancipation and professional autonomy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores em Comunidades]]></kwd>
<kwd lng="pt"><![CDATA[Comunidades Colaborativas]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade Acadêmica Endógena]]></kwd>
<kwd lng="es"><![CDATA[Teacher Training Inside Communities]]></kwd>
<kwd lng="es"><![CDATA[Collaborative Communities]]></kwd>
<kwd lng="es"><![CDATA[Academic Inbreeding Community]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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