<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100806</article-id>
<article-id pub-id-type="doi">10.1590/0102-469832746</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE NA ESCOLA E NA UNIVERSIDADE: CONTRIBUIÇÕES DAS NARRATIVAS (AUTO)BIOGRÁFICAS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN DEL PROFESORADO EN LA ESCUELA Y LA UNIVERSIDAD: APORTACIONES DE LAS NARRATIVAS (AUTO)BIOGRÁFICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION AT SCHOOL AND UNIVERSITY: CONTRIBUTIONS OF (AUTO)BIOGRAPHICAL NARRATIVES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRAGANÇA]]></surname>
<given-names><![CDATA[INÊS FERREIRA DE SOUZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100806&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100806&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100806&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo socializa pesquisa que teve como objetivo refletir sobre concepções e práticas de formação docente, tematizando possíveis contribuições das narrativas (auto)biográficas, no âmbito da formação inicial de professoras/es, desenvolvida no curso de Pedagogia de uma universidade pública do estado de São Paulo, e da formação continuada, no contexto de escolas dos anos iniciais do Ensino Fundamental da região metropolitana, no qual se insere a referida instituição. Foram levantadas as seguintes questões: como se delineiam concepções e práticas de formação inicial e continuada de professoras/es nos contextos de desenvolvimento da pesquisa? Quais as possíveis contribuições da elaboração e partilha de narrativas (auto)biográficas em processos de formação inicial e continuada? O referencial teórico-metodológico foi tecido no diálogo entre a abordagem de pesquisaformação narrativa (auto)biográfica e os estudos nosdoscom os cotidianos escolares, em um caminho que incluiu um inventário das práticas, memórias e políticas da formação de professoras/es, nos contextos de realização da pesquisa, e desenvolvimento de práticas de formação, ancoradas na abordagem narrativa (auto)biográfica em turmas de estágio supervisionado e nas escolas envolvidas. O desenvolvimento da pesquisaformação reafirma a potência da produção de saberes que se dá, no encontro e no diálogo, entre universidade e escola, bem como o papel das narrativas (auto)biográficas na mediação de um caminho reflexivo de partilha e construção coletiva do conhecimento pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El presente artículo describe la investigación que tuvo como objetivo reflexionar sobre las concepciones y prácticas de la formación de profesores, discutiendo las posibles contribuciones de las narrativas (auto)biográficas, en el ámbito de la formación inicial de profesores, desarrollada en el curso de Pedagogía de una universidad pública del estado de São Paulo, y de la formación continuada, en el contexto de las escuelas de los primeros años de la educación primaria en la región metropolitana donde se encuentra la institución. Se plantearon las siguientes preguntas: ¿cómo se perfilan las concepciones y las prácticas de la formación inicial y continua de los profesores en los contextos de desarrollo de la investigación? ¿Cuáles son las posibles aportaciones de la elaboración y puesta en común de las narrativas (auto)biográficas en los procesos de formación inicial y continua? El marco teórico y metodológico se tejióen diálogo entre el enfoque de lainvestigación-formación narrativa (auto)biográfica y losestudios sobre la vida cotidiana escolar, enun recorrido que incluyóun inventario de lasprácticas, memorias y políticas de laformación de losprofesores, enlos contextos de realización de lainvestigación, y eldesarrollo de prácticas de formación, ancladasenel enfoque narrativo (auto)biográfico enlasclases de prácticas supervisadas y enlasescuelas involucradas. El desarrollo de lainvestigación-formación reafirma el poder de producción de conocimiento que se produceenelencuentro y el diálogo entre launiversidad y laescuela, así como el papel de las narrativas (auto)biográficas enlamediación de uncamino reflexivo de intercambio y construccióncolectivadelconocimiento pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The present article reports on the research that aimed to reflect on conceptions and practices of teacher training, discussing possible contributions of (auto)biographical narratives, in the scope of initial teacher training, developed in the Pedagogy course of a public university in the state of São Paulo, and of continued training, in the context of schools of the initial years of elementary education of the metropolitan region, in which the referred institution is inserted. The following questions were raised: how are conceptions and practices of initial and continued formation outlined for teachers in the contexts of research development? What are the possible contributions of the elaboration and sharing of (auto)biographical narratives in initial and continuing education processes? The theoretical and methodological framework was woven in the dialog between the (auto)biographical narrative research-formation approach and the nosdoscom studies on school everyday life, in a path that included an inventory of the practices, memories and policies of the formation of teachers, in the contexts where the research was carried out, and the development of training practices, anchored in the (auto)biographical narrative approach in supervised internship classes and in the schools involved. The development of the research-formation reaffirms the power of knowledge production that takes place in the encounter and dialog between university and school, as well as the role of (auto)biographical narratives in the mediation of a reflective path of sharing and collective construction of pedagogical knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[curso de Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[narrativas]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa (auto)biográfica]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[formación continua]]></kwd>
<kwd lng="es"><![CDATA[curso de pedagogía]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[investigación (auto)biográfica]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[continued training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy course]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
<kwd lng="en"><![CDATA[(auto)biographical research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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