<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100422</article-id>
<article-id pub-id-type="doi">10.1590/1980531410334</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CASOS DE ENSINO COMO POSSIBILIDADES DE MEDIAÇÃO NA PRÁTICA DOCENTE DE PROFESSORES INICIANTES]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING CASES AS POSSIBILITIES FOR MEDIATION IN THE TEACHING PRACTICE OF NOVICE TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[CASOS DE ENSEÑANZA COMO POSIBILIDADES DE MEDIACIÓN EN LA PRÁCTICA DOCENTE DE PROFESORES PRINCIPIANTES]]></article-title>
<article-title xml:lang="fr"><![CDATA[LES CAS D&#8217;ENSEIGNEMENT COMME OUTILS DE MÉDIATION DANS LA PRATIQUE PÉDAGOGIQUE DES ENSEIGNANTS DÉBUTANTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouveia]]></surname>
<given-names><![CDATA[Ray-lla Walleska Santos Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Maria Joselma do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Simone Albuquerque da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues]]></surname>
<given-names><![CDATA[Isa Mara Colombo Scarlati]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Rondonópolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Jataí  ]]></institution>
<addr-line><![CDATA[Jataí GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100422&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo resulta de pesquisa sobre casos de ensino como mediação na formação de professores. O estudo deu-se com quatro professores iniciantes em seu primeiro ano de atuação nos anos iniciais do ensino fundamental, em um município do interior de Pernambuco. Investigou-se a possibilidade do uso de casos de ensino como estratégias formativas de mediação para o desenvolvimento profissional de professores iniciantes. Os dados foram coletados por casos de ensino e grupos de discussão, em uma rede coletiva de reflexões sobre os desafios e necessidades formativas. Os resultados apontaram que os casos de ensino contribuíram sobremaneira como mediação para os professores perceberem como constroem seus conhecimentos, em que as reflexões coletivas constituíram estratégia de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article results from research into teaching cases as mediation in teacher training. The study was conducted with four novice teachers in their first year of work in the early years of elementary school, in a municipality in the countryside of the state of Pernambuco, Brazil. We investigated the possibility of using teaching cases as training strategies to mediate the professional development of novice teachers. Data was collected using teaching cases and discussion groups, in a collective network of reflections on training challenges and needs. The results showed that the teaching cases contributed greatly as mediation for teachers to understand how they build their knowledge, in which collective reflections constituted a training strategy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de una investigación sobre casos de enseñanza como mediación en la formación de profesores. El estudio se realizó con cuatro profesores principiantes en su primer año de trabajo en los primeros años de la escuela primaria, en un municipio del interior de Pernambuco, Brasil. Se investigó la posibilidad de utilizar casos de enseñanza como estrategias de mediación formativa para el desarrollo profesional de profesores principiantes. Los datos fueron recolectados a través de casos de enseñanza y grupos de discusión, en una red colectiva de reflexiones sobre los desafíos y necesidades formativas. Los resultados apuntaron que los casos de enseñanza contribuyeron en gran medida como mediación para que los profesores comprendan cómo construyen sus conocimientos, en los que las reflexiones colectivas constituyeron una estrategia de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article résulte d&#8217;une recherche sur la place des cas d&#8217;enseignement comme outils de médiation dans la formation enseignante. L&#8217;étude a été menée auprès de quatre professeurs débutants au cours de leur première année de travail à l&#8217;école primaire, dans une commune de l&#8217;intérieur du Pernambuco, Brésil. La possibilité d&#8217;utiliser des cas d&#8217;enseignement comme stratégies de médiation formative pour le développement professionnel des enseignants débutants y a été étudiée. Les données ont été collectées dans le cadre de cas d&#8217;enseignement et par le biais de groupes de discussion, au sein d&#8217;un réseau collectif de réflexion sur les défis et les besoins en matière de formation. Les résultats ont montré que les cas d&#8217;enseignement contribuaient considérablement à la médiation, permettant ainsi aux enseignants de percevoir comment ils construisent leurs propres connaissances, où les réflexions collectives constituent une stratégie de formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INICIAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICA DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO PROFISSIONAL]]></kwd>
<kwd lng="en"><![CDATA[TEACHER INITIATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHING PRACTICE]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="es"><![CDATA[INICIACIÓN DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO PROFESIONAL]]></kwd>
<kwd lng="fr"><![CDATA[INITIATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[PRATIQUE PÉDAGOGIQUE]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT PROFESSIONNEL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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