<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200109</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.5501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IDENTIDADE NARRATIVA DE PROFESSORAS DA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[NARRATIVE IDENTITY OF EARLY EDUCATION TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[IDENTIDAD NARRATIVA DEL PROFESORADO DE EDUCACIÓN INFANTIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Jónata Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nacarato]]></surname>
<given-names><![CDATA[Adair Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo é fruto de uma pesquisa biográfic0-narrativa, em que seis professoras de uma préescola da Educação Infantil da zona urbana da rede pública municipal de uma cidade do interior do Maranhão narram suas experiências pessoais e profissionais e apresentam indícios de identidade narrativa. O objetivo é compreender a identidade narrativa dessas professoras. Usa-se a entrevista narrativa como dispositivo para a produção de dados, e a análise é realizada a partir da proposta de Fritz Schütze. Os dados revelam que as narrativas autobiográficas representam, expressam e constituem o eu; ajudam a encontrar o fio condutor que estabelece as relações necessárias entre o que a professora da Educação Infantil era e o que é hoje. Pode-se dizer que a narrativa estabelece a mediação entre o passado, o presente e o futuro, entre as experiências e o significado que agora vão adquirindo na relação de seus projetos futuros, constituindo a identidade docente. No ato de narrar, toma-se consciência dessa constituição. As professoras, ao se incorporarem ao grupo de docentes dessa etapa da Educação Básica, vão construindo seus pensares e saberes, as maneiras de pensar e falar do grupo, vão constituindo suas identidades profissionais. A identidade narrativa não é só o que uma pessoa faz ou como os outros a veem, mas é a envergadura para construir uma crônica particular da vida, uma história contínua de si.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is the result of biographical-narrative research, in which six teachers from a public preschool located in the urban area of a city in the countryside of Maranhão narrate their personal and professional experiences and present evidence of narrative identity. The objective is to understand these teacher&#8217;s narrative identities. We use the narrative interview as a tool for data production, and the analysis is carried out based on Fritz Schütze's proposal. Data reveal that autobiographical narratives represent, express, and constitute the self and help to find the bond that establishes the necessary relationships between who the Early Childhood Education teacher used to be and who he or she is today. We can state that the narrative establishes a mediation between the past, the present, and the future; between the experiences and the meaning they currently acquire with their future projects, constituting the teacher identity. In the act of narrating, one becomes aware of that constitution. The teachers, when they join the group of teachers at this stage of Basic Education, build their thinking and knowledge, the group's ways of thinking and speaking, and constitute their professional identities. Narrative identity is not just what a person does or how others see him or her, it is the scope to build a particular chronicle of life, an ongoing story of oneself.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo es resultado de una investigación biográfica, en la que las narrativas de seis docentes de educación infantil del área urbana de la red pública municipal de una ciudad del interior de Maranhão revelan sus vivencias personales y profesionales y dan señales de identidad narrativa. El objetivo es comprender la identidad narrativa de docentes de educación infantil. Se utiliza la entrevista narrativa como dispositivo de producción de datos y el análisis se realiza a partir de la propuesta de Fritz Schütze. Los datos revelan que las narraciones autobiográficas representan, expresan y constituyen el yo; ayudar a encontrar el hilo conductor que establezca las relaciones necesarias entre lo que fue el maestro de educación infantil y lo que es hoy. Se puede decir que la identidad narrativa de los docentes de educación infantil establece la mediación entre el pasado, el presente y el futuro, entre las experiencias y el significado que ahora adquieren en relación con sus proyectos de futuro. Las docentes de educación infantil que participaron de esta investigación construyen sus identidades narrativas al integrarse al grupo de docentes de esta etapa de educación básica, construyendo sus pensamientos y conocimientos, las formas de pensar y hablar del grupo, aunque tienen conciencia de que la identidad narrativa no es sólo lo que una persona hace o cómo la ven los demás, sino la posibilidad de construir una crónica particular de la vida, una historia continua de uno mismo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Entrevista narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Professoras da Educação Infantil.]]></kwd>
<kwd lng="en"><![CDATA[Narrative interview]]></kwd>
<kwd lng="en"><![CDATA[Narrative Identity]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education Teachers.]]></kwd>
<kwd lng="es"><![CDATA[Entrevista narrativa]]></kwd>
<kwd lng="es"><![CDATA[Identidad narrativa]]></kwd>
<kwd lng="es"><![CDATA[Profesores de Educación Infantil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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