<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000400158</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i47.9426</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA DE PROFESSORES/AS DA EDUCAÇÃO INFANTIL NUM CONTEXTO PANDÊMICO: REFLEXÕES FREIRIANAS]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTINUOUS TRAINING OF EARLY CHILDHOOD TEACHERS IN A PANDEMIC CONTEXT: FREIRIAN REFLECTIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN CONTINUA DEL PROFESOR DE LA PRIMERA INFANCIA EN UN CONTEXTO PANDÉMICO: REFLEXIONES FREIRIANAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Lilian Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Claudia Celeste Lima Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Lívia Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>47</numero>
<fpage>158</fpage>
<lpage>179</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000400158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000400158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000400158&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com a pandemia da Covid-19, a formação docente tem suscitado ampla discussão no meio acadêmico, pois a aprendizagem dos/as estudantes ganha novos contornos diante da alternativa do ensino remoto, o que pode provocar substancial impacto nas dimensões pessoais e profissionais do sujeito em formação. Diante deste contexto, este artigo objetiva analisar, à luz das concepções freirianas, as implicações do contexto pandêmico para um grupo de pós-graduandos/as da Especialização em Educação Infantil, de uma universidade pública baiana. Para tanto, adotamos uma abordagem qualitativa, contamos com 26 participantes. Na produção de dados, utilizamos um questionário com 17 perguntas, sendo 05 fechadas e 12 abertas. Os dados revelam que embora os/as pós-graduandos/as tenham apontado alguns aspectos negativos da pandemia, como aumento de gastos com recursos tecnológicos e internet, sentimento de impotência, insegurança, medo, exaustão; em contrapartida, vislumbraram oportunidades de desenvolver a criatividade, superar desafios, estudar perto da família, aprender e desenvolver novas habilidades. Concluímos que o atual cenário de pandemia no Brasil requer políticas públicas educacionais imediatas para amparar os/as docentes e discentes, assim como, oferecer uma formação docente inicial ou continuada que contemplem as necessidades de aprendizagens da profissão docente em situações de incerteza e mudanças sociais, políticas, econômicas, emocionais, entre outras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: With the Covid-19 pandemic, teacher education has raised broad discussion in academia, as student learning takes on new contours in the face of the remote teaching alternative, which can have a substantial impact on the personal and professional dimensions of the subject in formation. Given this context, this article aims to analyze, in the light of Freire's conceptions, the implications of the pandemic context for a group of postgraduate students of the Specialization in Early Childhood Education, at a public university in Bahia. To do so, we adopted a qualitative approach, with 26 participants. In the production of data, we used a questionnaire with 17 questions, being 05 closed and 12 open. The data reveal that although graduate students have pointed out some negative aspects of the pandemic, such as increased spending on technological resources and the internet, a feeling of impotence, insecurity, fear, and exhaustion; on the other hand, they saw opportunities to develop creativity, overcome challenges, study close to the family, learn and develop new skills. We conclude that the current pandemic scenario in Brazil requires immediate public educational policies to support teachers and students, as well as offering initial or continuing teacher training that address the learning needs of the teaching profession in situations of uncertainty and social change, political, economic, emotional, among others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con la pandemia de Covid-19, la formación docente ha suscitado una amplia discusión en el ámbito académico, ya que el aprendizaje de los estudiantes adquiere nuevos contornos frente a la alternativa de enseñanza a distancia, que puede tener un impacto sustancial en las dimensiones personales y profesionales de la asignatura en formación. En este contexto, este artículo tiene como objetivo analizar, a la luz de las concepciones de Freire, las implicaciones del contexto pandémico para un grupo de egresados &#8203;&#8203;de la Especialización en Educación Infantil, de una universidad pública de Bahía. Para ello, adoptamos un enfoque cualitativo, con 26 participantes. En la producción de datos se utilizó un cuestionario con 17 preguntas, siendo 05 cerradas y 12 abiertas. Los datos revelan que si bien los estudiantes de posgrado han señalado algunos aspectos negativos de la pandemia, como el aumento del gasto en recursos tecnológicos e internet, un sentimiento de impotencia, inseguridad, miedo, agotamiento; por otro lado, vieron oportunidades para desarrollar la creatividad, superar desafíos, estudiar cerca de la familia, aprender y desarrollar nuevas habilidades. Concluimos que el actual escenario pandémico en Brasil requiere de políticas educativas públicas inmediatas para apoyar a los docentes y estudiantes, así como ofrecer una formación docente inicial o continua que atienda las necesidades de aprendizaje de la profesión docente en situaciones de incertidumbre y cambio social, político, económico, emocional, entre otros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Contexto Pandêmico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic Context]]></kwd>
<kwd lng="en"><![CDATA[Remote Teaching]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Contexto pandémico. Enseñanza remota.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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