<?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>S0100-15742026000101804</article-id>
<article-id pub-id-type="doi">10.1590/1980531412169</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sensación de incomodidad y procesos de formación]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sensação de desconforto e processos de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Sense of discomfort and processes of professional development]]></article-title>
<article-title xml:lang="fr"><![CDATA[Sensation de malaise et processus de formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</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=S0100-15742026000101804&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742026000101804&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742026000101804&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el objetivo general de contribuir al conocimiento sobre los procesos de formación continua de formadoras de docentes, se diseñó un dispositivo de formación para estudiarlos. El objetivo específico es examinar los sentidos que tomó la sensación de incomodidad y sus efectos en las participantes que la experimentaron. El método consistió en un estudio comprensivo-hermenéutico cualitativo, en el cual se realizaron entrevistas en profundidad y se grabaron los encuentros de formación. Se realizó un análisis de contenido sobre todo el material. Los resultados identificaron sentidos asociados a la incomodidad y efectos en el proceso de formación que resultan tanto obstaculizadores como promotores de la formación. Las conclusiones indican que la incomodidad no invalida la formación, la clave parece ser poder ponerla en palabras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo geral de contribuir para o conhecimento sobre os processos de formação contínua de formadoras de docentes, elaborou-se um dispositivo de formação para estudá-los. O objetivo específico é examinar os sentidos assumidos pela sensação de desconforto e seus efeitos nas participantes que a vivenciaram. O método consistiu em um estudo interpretativo-hermenêutico qualitativo, no qual se realizaram entrevistas em profundidade e se gravaram os encontros de formação. Realizou-se uma análise de conteúdo sobre todo o material. Os resultados identificaram sentidos associados ao desconforto e os efeitos no processo de formação que se mostram tanto obstrutivos como promotores da formação. As conclusões indicam que o desconforto não invalida a formação; a chave parece estar em poder colocá-lo em palavras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The general objective of this study was to enhance understanding of continuous professional development processes for teacher trainers by developing a training device aimed at its analysis. The specific aim of the paper was to examine the meanings attributed to the sense of discomfort and its effects on the participants who experienced it. The study employed a qualitative interpretive-hermeneutic approach, conducting in-depth interviews, and recording the training sessions. A thorough content analysis was performed on all collected material. The results identified meanings associated with discomfort, along with its effects on the training process, which prove to be both obstructive and conducive to learning. The findings suggest that discomfort does not invalidate the training process; rather, the key lies in the ability to articulate and reflect on this experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans le but de mieux connaître les processus de formation continue des formatrices en enseignement, un dispositif spécifique de formation a été élaboré et mis en &#339;uvre. L&#8217;objectif de cette étude est d&#8217;examiner le sens attribué au sentiment de malaise vécu pendant la formation ainsi que ses effets sur les participantes. La recherche a adopté une méthode qualitative à visée interprétative-herméneutique, fondée sur des entretiens approfondis et sur l&#8217;analyse des enregistrements de séances de formation. L&#8217;ensemble du corpus a fait l&#8217;objet d&#8217;une analyse de contenu. Les résultats mettent en évidence la pluralité des significations associées au malaise et montrent que, selon les contextes, celui-ci peut aussi bien freiner que favoriser le processus de formation. Les conclusions suggèrent que le malaise ne constitue pas obligatoirement un obstacle la formation s&#8217;il arrive à être verbalisé.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[FORMACIÓN CONTINUA DEL PROFESORADO]]></kwd>
<kwd lng="es"><![CDATA[INVESTIGACIÓN PEDAGÓGICA]]></kwd>
<kwd lng="es"><![CDATA[PROCESO DE APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO PROFESIONAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA DO PROFESSOR]]></kwd>
<kwd lng="pt"><![CDATA[PESQUISA EDUCACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[PROCESSO DE APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO PROFISSIONAL]]></kwd>
<kwd lng="en"><![CDATA[TEACHERS&#8217;]]></kwd>
<kwd lng="en"><![CDATA[CONTINUOUS DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL RESEARCH]]></kwd>
<kwd lng="en"><![CDATA[LEARNING PROCESSES]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION CONTINUE DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[RECHERCHE EN ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[PROCESSUS D&#8217;APPRENTISSAGE]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT PROFESSIONNEL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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