<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000300204</article-id>
<article-id pub-id-type="doi">10.14393/obv7n3.a2023-72080</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A colaboração na formação continuada de professores para contextos inclusivos e colaborativos]]></article-title>
<article-title xml:lang="es"><![CDATA[Colaboración en la formación continua del profesorado para contextos inclusivos y colaborativos]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of collaboration in the continuing teacher education of teachers for inclusive and collaborative contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Valéria Carla Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cenci]]></surname>
<given-names><![CDATA[Adriane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000300204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto tem por objetivo apresentar uma formação desenvolvida em uma escola estadual na cidade de Natal/RN. Trata-se de uma formação colaborativa, fundamentada na Teoria Histórico-Cultural da Atividade, que teve como objetivo criar espaços de compartilhamento e construção de aprendizagens para a organização de um trabalho colaborativo e inclusivo na Escola. Ela ocorreu em duas partes, sendo a primeira entre os meses de outubro e dezembro de 2021, e a segunda entre maio e junho de 2022. Foram 10 encontros realizados de modo online; participaram professores dos anos iniciais e dos anos finais do Ensino Fundamental, professores de Educação Especial, professores intérpretes de Libras, professores que estão na gestão escolar, além das pesquisadoras e estudantes de Pedagogia. No total, foram 25 participantes. Cada encontro da formação era planejado com artefatos mediadores para desencadear a reflexão coletiva sobre o trabalho pedagógico na escola; a continuidade das discussões era definida a partir daquilo que emergisse nos encontros e do interesse das pessoas. Ao longo dos encontros, os participantes foram articulando possibilidades para promover a colaboração que desse suporte à inclusão dos estudantes com NEE, tanto desenvolvendo novas ferramentas, quanto buscando retomar outras já existentes na escola. Destaca-se que foi muito importante ter uma equipe na condução da formação. Fazer formação continuada de professores, tendo como base a colaboração, foi um grande desafio, mas os resultados alcançados demonstram que é possível os professores se engajarem e assumirem protagonismo, refletindo sobre as próprias práticas e propondo coletivamente as mudanças que percebem necessárias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto tiene como objetivo presentar la formación desarrollada en una escuela pública de la ciudad de Natal/RN. Se trata de una formación colaborativa, basada en la Teoría de la Actividad Histórico-Cultural, que tuvo como objetivo crear espacios de intercambio y construcción de aprendizajes con el fin de organizar el trabajo colaborativo e inclusivo en la escuela. Se desarrolló en dos partes, la primera entre octubre y diciembre de 2021, y la segunda entre mayo y junio de 2022. Fueron 10 reuniones en línea, participaron profesores de los años iniciales y finales de la educación primaria, profesores de educación especial, profesores intérpretes de libras, docentes que se encuentran en la gestión escolar, además de los investigadores y estudiantes de pedagogía. En total hubo 25 participantes. Cada reunión de formación se planificó con artefactos mediadores para desencadenar una reflexión colectiva sobre el trabajo pedagógico en la escuela; la continuidad de los debates se definió en función de lo que surgía en las reuniones y del interés de las personas. A lo largo de los encuentros, los participantes articularon posibilidades para promover la colaboración que apoyara la inclusión de estudiantes con NEE, tanto mediante el desarrollo de nuevas herramientas como buscando retomar otras que ya existían en la escuela. Cabe destacar que fue muy importante contar con un equipo que impartiera la formación. Ofrecer una formación continua del profesorado basada en la colaboración, fue un gran reto, pero los resultados obtenidos demuestran que es posible que los profesores se comprometan y asuman un rol protagónico, reflexionando sobre sus proprias prácticas y proponiendo colectivamente los cambios que perciben necesarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this work was to present a continuing teacher education method developed in a school in the city of Natal/RN, Brazil. It was a collaborative formation method based on the Cultural-Historical Activity Theory, which had the goal of creating spaces for the sharing and development of knowledge for the organization of a cooperative and inclusive work at school. The work was conducted in two parts, with the first being performed between the months of October and December of 2021 and the second between May and June of 2022. Ten meetings were conducted online. Primary school teachers, earlier and later grades, special education teachers, teachers proficient in Libras (Brazilian sign language), teachers that performed administrative work at the school, in addition to pedagogy scholars and students, a total of 25 participants, attended in the meetings. Each meeting was planned with bearing in mind mediating artefacts to initiate collective reflection about the pedagogic work at the school. The meetings would continue based on the discussed subjects and the interest of the professionals involved in it. Over the course of the meetings, the participants articulated possibilities to promote a collaboration that supported the inclusion of students with SEN, both by developing new tools and by resuming the use of other tools that already existed. It is important to highlight that it was central to have a team to conduct the training. The tutelage of the teachers founded in collaboration was a difficult challenge, however, the results achieved showed that it is in fact possible for teachers to engage and to be protagonists, reflecting about their own practices and collectively proposing much needed changes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural da Atividade]]></kwd>
<kwd lng="es"><![CDATA[Formación continua del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Colaboración]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la Actividad Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[Continuing teacher education]]></kwd>
<kwd lng="en"><![CDATA[Collaboration]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Activity Theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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