<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832021000100012</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v6i16jan/abr.2885</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A prática como lócus de produção de saberes: vozes de professores sobre formação inicial e práticas escolares cotidianas]]></article-title>
<article-title xml:lang="en"><![CDATA[Practice as locus of knowledge production: teacher&#8217;s voices about initial training and everyday school practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Práctica como lugar de producción de conocimiento: las voces de los maestros sobre la formación inicial y las prácticas escolares cotidianas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Sônia Maria Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Fátima Maria Leitão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Carlos Diogo Mendonça da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Secretaria de Educação do Estado do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832021000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832021000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832021000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo é um excerto de uma pesquisa mais ampla, na qual se investigam os saberes e as práticas de professores da educação básica. A escrita foca a prática docente, entendendo-a como lócus importante de produção e ressignificação de saberes. Analisa-se a complexidade dos saberes da prática professoral e como o cotidiano forja tais saberes. Neste sentido, as reflexões aqui suscitadas vão ao encontro da perspectiva que vê a docência como uma prática profissional situada, sendo o professor um sujeito ativo que ressignifica e intervém nos fazeres de sua profissão. Por meio de depoimentos de professores de História do ensino médio público da cidade de Maranguape, no estado do Ceará, foi possível aferir que o fazer diário do ofício docente constitui lócus de formação incontestável para a definição da identidade profissional docente, revelando as lacunas deixadas pela formação inicial, mostrando, assim, o caráter formador da prática do ato de ensinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and resignification of knowledge. We analyzed the complexity of the knowledge of teacher practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing meet the perspective that sees teaching as a localized professional practice, with the teacher as an active subject who resignifies and intervenes in the actions of their profession. Through testimony of History teachers from public high schools in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of training for the definition of the professional identity of the teacher, revealing the gaps left by the initial training, thus revealing the formative character of the practice of the act of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo es un extracto de una investigación más amplia, en la que se investigan los saberes y las prácticas de profesores de la educación básica. La escritura enfoca la práctica docente, entendiéndola como lócus importante de producción y resignificación de saberes. Se analiza la complejidad de los saberes de la práctica docente y cómo el cotidiano forja tales saberes. En este sentido, las reflexiones aquí escritas van al encuentro de la perspectiva que ve la docencia como una práctica profesional situada, siendo el profesor un sujeto activo que resignifica e interviene en los hechos de su profesión, siendo, por lo tanto, sujeto activo de su práctica. Por medio de testimonios de profesores de Historia de la enseñanza media pública de la ciudad de Maranguape, en el estado de Ceará, Brasil, ha sido posible aferir que el hacer diario del oficio docente constituye un lócus de formación incontestable para la definición de la identidad profesional docente, revelando las lagunas de la formación inicial, indicando, así, el carácter formador de la práctica del acto de enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Saberes da prática]]></kwd>
<kwd lng="en"><![CDATA[Teachers' knowledge]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[Knowledge of practice]]></kwd>
<kwd lng="es"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Saberes de la práctica]]></kwd>
</kwd-group>
</article-meta>
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