<?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>S0100-15742023000100504</article-id>
<article-id pub-id-type="doi">10.1590/198053149857</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESPAÇO FORMATIVO COMPARTILHADO: PERSPECTIVAS PARA A FORMAÇÃO DE PROFESSORES]]></article-title>
<article-title xml:lang="es"><![CDATA[EL ESPACIO FORMATIVO COMPARTIDO: PERSPECTIVAS PARA LA FORMACIÓN DE PROFESORES]]></article-title>
<article-title xml:lang="fr"><![CDATA[ESPACE DE FORMATION PARTAGÉ: PERSPECTIVES POUR LA FORMATION DES ENSEIGNANTS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE SHARED TRAINING SPACE: PERSPECTIVES FOR TEACHER TRAINING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Cristiane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Anemari Roesler Luersen Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFMS)  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFMS)  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</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=S0100-15742023000100504&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100504&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100504&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho, que é resultado de uma tese de doutorado, tem por objetivo compreender como um espaço formativo compartilhado pode promover mudanças de qualidade das ações de ensino. Para isso, constituímos um espaço formativo compartilhado com uma professora, em uma escola estadual localizada em um bairro periférico, para organização do ensino de ciências da natureza para os anos iniciais do ensino fundamental. Os resultados apontaram ações orientadas por objetivos intencionais e conscientes, realizadas em uma unidade dinâmica e de modo compartilhado, como desencadeadoras de aprendizagens e de novas ações para a atividade de ensino. A constituição de espaços compartilhados, organizados nessa perspectiva, possibilita o desenvolvimento psíquico de docentes e mudanças na qualidade do ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo, que es el resultado de una tesis doctoral, tiene como objetivo comprender cómo un espacio de formación compartido puede promover cambios en la calidad de las acciones docentes. Para ello, constituimos un espacio de formación compartido con una profesora, en una escuela del Estado, ubicada en un barrio periférico, para organizar la enseñanza de las ciencias naturales en los años iniciales de la escuela primaria. Los resultados apuntaron a acciones guiadas por objetivos intencionales y conscientes, realizadas en unidad dinámica y de forma compartida, como desencadenantes de aprendizajes y nuevas acciones para la actividad docente. La constitución de espacios compartidos, organizados en esta perspectiva, posibilita el desarrollo psíquico de los docentes y cambios en la calidad de la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Ce travail, issu d&#8217;une thèse de doctorat, vise à comprendre comment un espace de formation partagé peut promouvoir des modifications de qualité dans les actions d&#8217;enseignement. A ce fin, nous avons mis en place un espace de formation partagé avec une enseignante, dans une école publique d&#8217;un quartier périphérique, afin d&#8217;organiser l&#8217;enseignement des sciences naturelles pour les premières années d&#8217;école primaire. Les résultats ont montré que quand les actions sont guidées par des objectifs intentionnels conscients et s&#8217;inscrivent dans une unité dynamique de manière partagée, elles sont des déclencheurs d&#8217;apprentissage et de nouvelles actions pour l&#8217;activité d&#8217;enseignement. La mise en place d&#8217;espaces partagés, organisés dans cette perspective, favorise le développement psychique des enseignant.e.s et provoque des améliorations en termes de qualité de l&#8217;enseignement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work, which is the result of a doctoral thesis, aims to understand how a shared training space can promote changes in the quality of teaching actions. For this, we constituted a training space shared with a teacher, in a state school, located in a peripheral neighborhood, to organize the teaching of natural sciences for the initial years of elementary school. The results pointed to actions guided by intentional and conscious objectives, carried out in a dynamic unit and in a shared way, as triggering learning and new actions for the teaching activity. The constitution of shared spaces, organized in this perspective, enables the psychic development of teachers and changes in the quality of teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ATIVIDADE DE ENSINO]]></kwd>
<kwd lng="pt"><![CDATA[AÇÕES FORMADORAS]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[TEORIA DA ATIVIDADE]]></kwd>
<kwd lng="es"><![CDATA[ACTIVIDAD DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[ACCIONES FORMATIVAS]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN CONTINUA DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[TEORÍA DE LA ACTIVIDAD]]></kwd>
<kwd lng="fr"><![CDATA[ACTIVITÉ D&#8217;ENSEIGNEMENT]]></kwd>
<kwd lng="fr"><![CDATA[ACTIONS DE FORMATION]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION CONTINUE DES ENSEIGNANT.E.S]]></kwd>
<kwd lng="fr"><![CDATA[THÉORIE DE L&#8217;ACTIVITÉ]]></kwd>
<kwd lng="en"><![CDATA[TEACHING ACTIVITY]]></kwd>
<kwd lng="en"><![CDATA[TRAINING ACTIONS]]></kwd>
<kwd lng="en"><![CDATA[CONTINUOUS TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[THEORY OF ACTIVITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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