<?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>S0100-15742026000101802</article-id>
<article-id pub-id-type="doi">10.1590/1980531411613</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trayectorias de identidad docente al interior de un programa de Pedagogía Media]]></article-title>
<article-title xml:lang="pt"><![CDATA[Trajetórias de identidade docente em um programa de licenciatura para o ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher identity trajectories in a teacher licensure program for secondary education]]></article-title>
<article-title xml:lang="fr"><![CDATA[Trajectoires d&#8217;identité enseignante dans un programme de licence en pédagogie pour le secondaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[David Jacob Pérez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Provoste]]></surname>
<given-names><![CDATA[María Alejandra Ochoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monsalve]]></surname>
<given-names><![CDATA[Víctor Mario Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Finis Terrae  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Diego Portales  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>56</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742026000101802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742026000101802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742026000101802&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios de trayectorias que decantan en procesos de identidad profesional docente al interior de la formación inicial son escasos. El artículo comparte hallazgos de una cohorte que cursó estudios en un programa de prosecución de Pedagogía Media. Los tránsitos identitarios que se presentan fueron extraídos en tres momentos del trayecto, tras los cuales se asumieron como docentes en ejercicio. Para dicho fin se asumió un enfoque de investigación cualitativo longitudinal. Los resultados sugieren que el contexto nacional y escolar impactan en las creencias, emociones y actitudes, así como la relevancia que asumen los procesos reflexivos para desinstalar o reforzar nociones y el impacto que asume el rol de profesor jefe en las nuevas comprensiones de ser docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os estudos de trajetórias que resultam em processos de identidade profissional docente na formação inicial são escassos. O artigo compartilha descobertas de um grupo que cursou estudos em um programa complementar de licenciatura para o ensino médio. Os percursos identitários apresentados foram extraídos em três momentos do trajeto, após os quais eles se consideraram docentes em exercício. Para esse fim, adotou-se uma abordagem de pesquisa qualitativa e longitudinal. Os resultados sugerem que os contextos nacional e escolar têm impacto nas crenças, emoções e atitudes, assim como a relevância que ganham os processos reflexivos para desinstalar ou reforçar noções e a importância que o papel do coordenador pedagógico assume nas novas compreensões sobre o ser docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Studies addressing trajectories that lead to the development of professional teacher identity during initial training are scarce. This article shares findings from a group of students enrolled in a complementary teacher licensure program for secondary education. The identity trajectories presented were extracted at three stages along their path, after which participants came to regard themselves as practicing teachers. To this end, a qualitative and longitudinal research approach was adopted. The results suggest that national and school contexts influence beliefs, emotions, and attitudes, as well as highlight the relevance of reflective processes in challenging or reinforcing existing notions and the importance of the role played by the pedagogical coordinator in shaping new understandings of what it means to be a teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les recherches rélatives aux trajectoires qui contribuent à la construction de l&#8217;identité professionnelle enseignante en formation initiale demeurent encore peu nombreuses. Cet article présente les résultats d&#8217;une étude menée auprès d&#8217;un groupe d&#8217;étudiants inscrits à un programme de licence complémentaire en pédagogie destiné à la formation d&#8217;enseignants pour le secondaire. Les parcours identitaires analysés proviennent de trois moments distincts de la formation au terme desquels les participants se sont eux-mêmes reconnus comme enseignants en exercice. Pour ce faire, une approche de recherche qualitative longitudinale a été adoptée. Les résultats indiquent que le contexte national et scolaire a exercé une influence notable sur les croyances, les émotions et les attitudes des futurs enseignants. Ils mettent également en évidence l&#8217;importance des processus réflexifs dans la déconstruction et la consolidation de certaines notions, ainsi que le rôle central du coordinateur pédagogique dans la redéfinition du métier d&#8217;enseignant.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[IDENTIDAD]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE DOCENTES]]></kwd>
<kwd lng="es"><![CDATA[TRAYECTORIA PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[ESCUELA SECUNDARIA]]></kwd>
<kwd lng="pt"><![CDATA[IDENTIDADE]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[TRAJETÓRIA PROFISSIONAL]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO MÉDIO]]></kwd>
<kwd lng="en"><![CDATA[IDENTITY]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL TRAJECTORY]]></kwd>
<kwd lng="en"><![CDATA[HIGH SCHOOL]]></kwd>
<kwd lng="fr"><![CDATA[IDENTITÉ]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[PARCOURS PROFESSIONNEL]]></kwd>
<kwd lng="fr"><![CDATA[ÉCOLE SECONDAIRE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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