<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2017000300067</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23n3p67-83</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de escrita de educadoras como exPeriência formativa na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[WRITING PRACTICES OF EDUCATORS AS A FORMATIVE EXPERIENCE IN THE SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE ESCRITA DE EDUCADORAS COMO UNA EXPERIENCIA FORMATIVA EN LA ESCUELA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[KEILA SANTOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CHALUH]]></surname>
<given-names><![CDATA[LAURA NOEMI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Julio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>67</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2017000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2017000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2017000300067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho apresenta parte de uma pesquisa de mestrado que buscou compreender a atua&#231;&#227;o da professora coordenadora, no contexto dos espa&#231;os de forma&#231;&#227;o na escola, por meio das pr&#225;ticas de escrita realizadas pelas professoras e professora coordenadora em uma escola municipal de Educa&#231;&#227;o Infantil, localizada no interior do Estado de S&#227;o Paulo. O percurso investigativo da pesquisa pautou-se na narrativa de experi&#234;ncias do vivido (LIMA, GERALDI E GERALDI, 2015), e os dados foram analisados a partir do paradigma indici&#225;rio de Ginzburg (1989). Como professora coordenadora, ao pesquisar sua pr&#243;pria pr&#225;tica, a inten&#231;&#227;o foi mobilizar uma experi&#234;ncia formativa, que ampliasse a interlocu&#231;&#227;o entre as educadoras, exerc&#237;cio esse que disparou a reflex&#227;o a respeito das potencialidades e das limita&#231;&#245;es das pr&#225;ticas formativas existentes na escola, ao legitimar a escola como espa&#231;o-tempo de produ&#231;&#227;o de sentidos e conhecimentos. Uma das propostas dessa interlocu&#231;&#227;o foi o Di&#225;rio de HTPC (Horas de Trabalho Pedag&#243;gico Coletivo), uma a&#231;&#227;o coletiva de escrita que possibilitou propor diferentes formas de organiza&#231;&#227;o desse espa&#231;o de forma&#231;&#227;o, ao promover o movimento das palavras, a liberdade de dizer sobre si e acerca do outro, o estreitamento das rela&#231;&#245;es de intimidade e confian&#231;a e o compartilhamento dos sentimentos e saberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents part of a master&#8217;s research that sought to understand the performance of the coordinator teacher, in the context of formation in the school, through the writing practices performed by the teachers and the coordinator teacher in a public preschool, located at S&#227;o Paulo state. The investigative path of the research was based on the narrative of &#8220;lived experiences&#8221; (LIMA, GERALDI and GERALDI, 2015), and the data was analyzed from Ginzburg&#8217;s indiciary paradigm (1989). As a coordinator teacher, researching your own practice, the intention was to mobilize a formative experience, which enhanced the interlocution between educators, an exercise that triggered reflection on the potentialities and limitations of the existing formative practices in the school, by legitimizing the school as &#8220;space-time&#8221; of knowledge and meaning production. One of the proposals of this interlocution was the HTPC (Collective Pedagogical Work Hours) diary, a collective action of writing that made possible to propose different forms of organization of this formation space, when promoting the movement of the words, the freedom to speak about yourself and about the other, the strengthening of the intimacy and trust relationships and the sharing of feelings and knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo presenta la parte de investigaci&#243;n de una maestr&#237;a que busc&#243; comprender la actuaci&#243;n de la profesora coordinadora, en el contexto de los espacios de formaci&#243;n en la escuela, por medio de las pr&#225;cticas de escrita realizadas por las profesoras y la profesora coordinadora en una escuela municipal de Educaci&#243;n Infantil, localizada en el interior del Estado de San Pablo. El camino de la investigaci&#243;n se paut&#243; en la narrativa de experiencias de lo vivido (LIMA, GERALDI E GERALDI, 2015), y los datos fueron analizados a partir del paradigma indiciario de Ginzburg (1989). Como profesora coordinadora que investig&#243; su propia pr&#225;ctica, la investigadora busc&#243; movilizar una experiencia formativa, que ampliase la interlocuci&#243;n entras las educadoras, ejercicio que dispar&#243; la reflexi&#243;n sobre las potencialidades y limitaciones de las pr&#225;cticas formativas existentes en la escuela, al legitimar la escuela como espacio-tiempo de producci&#243;n de sentidos y conocimientos. Una de las propuestas da interlocuci&#243;n fue el Diario de HTPC (Horas de Trabajo Pedag&#243;gico Colectivo), una acci&#243;n colectiva de escrita que posibilit&#243; proponer diferentes formas de organizaci&#243;n de ese espacio de formaci&#243;n, al promover el movimiento de las palabras, la libertad de decir sobre s&#237; y sobre el otro, el estrechamiento de las relaciones de intimidad y confianza y el compartir los sentimientos y saberes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PROFESSOR COORDENADOR]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA]]></kwd>
<kwd lng="pt"><![CDATA[ESCOLA]]></kwd>
<kwd lng="pt"><![CDATA[NARRATIVAS]]></kwd>
<kwd lng="en"><![CDATA[Coordinator Teacher]]></kwd>
<kwd lng="en"><![CDATA[Continued Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="es"><![CDATA[PROFESOR COORDINADOR]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN CONTINUADA]]></kwd>
<kwd lng="es"><![CDATA[ESCUELA]]></kwd>
<kwd lng="es"><![CDATA[NARRATIVAS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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