<?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>S0100-15742024000100608</article-id>
<article-id pub-id-type="doi">10.1590/1980531410065</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[REFLEXIÓN COLABORATIVA DE DIDACTAS BASADA EN UN SELF-STUDY INTERINSTITUCIONAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[REFLEXÃO COLABORATIVA DE DIDATAS COM BASE EM UM SELF-STUDY INTERINSTITUCIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER TRAINERS&#8217; COLLABORATIVE REFLECTIONS BASED ON AN INTER-INSTITUTIONAL SELF-STUDY]]></article-title>
<article-title xml:lang="fr"><![CDATA[RÉFLEXION COLLABORATIVE D&#8217;ENSEIGNANTS-FORMATEURS À PARTIR D&#8217;UNE SELF-STUDY INTERINSTITUTIONNELLE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Galaz]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez-Rivas]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Climent-Rodríguez]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vanegas-Ortega]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía-Aristizabal]]></surname>
<given-names><![CDATA[Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100608&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100608&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100608&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presenta un self-study exploratorio con cinco formadores de profesores especialistas en didáctica de las ciencias y de las matemáticas de diferentes países. Con el objetivo de caracterizar los procesos reflexivos de la comunidad, se realizan grupos de discusión en los que se analizan grabaciones de aulas de los formadores. Mediante un análisis de contenido identificamos dos tipos de intervenciones preponderantes en la reflexión dialógica: preguntas que llevan a profundizar en la práctica del otro y valoraciones de aspectos significativos de ésta. Además, los aspectos pedagógicos de la clase y su anclaje a elementos teóricos parecen caracterizar el contenido de la reflexión. Estos procesos reflexivos permiten resignificar la práctica de los formadores y muestran potencial en su desarrollo profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresenta-se um self-study exploratório com cinco formadores de professores especialistas em didática das ciências e da matemática de diversos países. A fim de caracterizar os processos reflexivos da comunidade, são realizados grupos de discussão nos quais são analisadas gravações das aulas dos formadores. Mediante uma análise de conteúdo identificamos dois tipos de intervenções preponderantes na reflexão dialógica: perguntas que levam a aprofundar a prática do outro e avaliações de seus aspectos significativos. Além disso, os aspectos pedagógicos da sala de aula e seu vínculo a elementos teóricos parecem caracterizar o conteúdo da reflexão. Esses processos reflexivos permitem ressignificar a prática dos formadores e mostram potencial em seu desenvolvimento professional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents an exploratory self-study involving five teacher trainers from different countries, specialized in the teaching of science and mathematics. To characterize the community&#8217;s reflective processes, discussion groups were held during which recordings of their lessons were analyzed. Through a content analysis, we identified two types of interventions that facilitated dialogical reflection: questions leading to a deeper understanding of the practice of others and evaluations concerning its significant aspects. Moreover, the classroom pedagogical features associated to some theoretical elements seem to characterize the reflection content. Such reflective processes can give new meaning to the teacher trainers&#8217; practice and show potential for professional development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente une self-study exploratoire avec cinq enseignants-formateurs de différents pays, experts en didactique des sciences et des mathématiques. Afin de caractériser les processus réflexifs de cette communauté, des groupes de discussion ont été organisés et les enregistrements des cours de ces formateurs analysés. Grâce à une analyse de contenu, nous avons pu identifier que la réflexion dialogique reposait essentiellement sur deux types d&#8217;interventions: des questions qui menent à une meilleure compréhension de la pratique des autres et des évaluations de leurs aspects significatifs. Par ailleurs, les aspects pédagogiques de la salle de classe liés avec certains éléments théoriques semblent caractériser le contenu de la réflexion. Ces processus réflexifs permettent de re-signifier la pratique des formateurs et indiquent un fort potentiel de développement professionnel.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[SELF-STUDY]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE EDUCADORES DE DOCENTES]]></kwd>
<kwd lng="es"><![CDATA[DIDÁCTICA]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA REFLEXIVA]]></kwd>
<kwd lng="pt"><![CDATA[SELF-STUDY]]></kwd>
<kwd lng="pt"><![CDATA[FORMADORES DE DOCENTES]]></kwd>
<kwd lng="pt"><![CDATA[DIDÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICA REFLEXIVA]]></kwd>
<kwd lng="en"><![CDATA[SELF-STUDY]]></kwd>
<kwd lng="en"><![CDATA[TEACHER EDUCATOR TRAINER]]></kwd>
<kwd lng="en"><![CDATA[DIDACTIC]]></kwd>
<kwd lng="en"><![CDATA[REFLECTIVE PRACTICE]]></kwd>
<kwd lng="fr"><![CDATA[SELF-STUDY]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES FORMATEURS]]></kwd>
<kwd lng="fr"><![CDATA[DIDACTIQUE]]></kwd>
<kwd lng="fr"><![CDATA[PRATIQUE RÉFLÉCHISSANTE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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