<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602020000100147</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.69346</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento da prática colaborativa com professoras dos anos iniciais em um estudo de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[The Development of Elementary School Teachers&#8217; Collaborative Practice in a Lesson Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[João Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomkelski]]></surname>
<given-names><![CDATA[Mauri Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602020000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo aborda o processo de desenvolvimento da colaboração profissional em um estudo de aula que envolveu seis professoras de escolas públicas da rede estadual de ensino do Rio Grande do Sul, pertencentes à 15ª Coordenadoria Regional de Educação (15ª CRE), no planejamento de uma aula, a aula de investigação, sobre o tópico curricular &#8216;metro&#8217; como unidade de medida. A análise qualitativa e interpretativa baseou-se em gravações de áudio das sessões de planejamento da aula, notas de campo, dados constituídos mediante questionários e entrevistas realizadas com as professoras participantes. Os resultados mostram que a colaboração profissional promovida ao longo do estudo de aula foi favorecida pela dinâmica das diferentes etapas do processo e, especialmente, pela relação entre participantes e professores formadores. A colaboração emergiu no contexto de atividades tais como planejamento da aula de investigação, ampliou-se para o ensino em sala de aula, observação e reflexão sobre a aula de investigação, e foi valorizada face ao encorajamento entre as participantes na medida em que as professoras sentiram-se confiantes, encorajadas e acolhidas no grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper addresses the process of development of professional collaboration in a lesson study that involved six elementary school teachers of Brazilian state public schools of schools at Rio Grande do Sul, concerning the &#8216;metro&#8217; as length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative and interpretative, with data collected by audio records of the planning sessions for the pesson and field notes, conversations and interviews carried out with participating teachers. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps and, especially, by the relation among participants and teacher educators. Collaboration emerged from activities such as planning, and increased with classroom teaching, observation and reflection, especially given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged and welcomed in the group.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Colaboração profissional]]></kwd>
<kwd lng="pt"><![CDATA[Anos iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Estudos de aula]]></kwd>
<kwd lng="pt"><![CDATA[Prática profissional]]></kwd>
<kwd lng="en"><![CDATA[Professional collaboration]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Lesson study]]></kwd>
<kwd lng="en"><![CDATA[Professional practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>13-22</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WAKE]]></surname>
<given-names><![CDATA[Geoff]]></given-names>
</name>
<name>
<surname><![CDATA[SWAN]]></surname>
<given-names><![CDATA[Malcolm]]></given-names>
</name>
<name>
<surname><![CDATA[FOSTER]]></surname>
<given-names><![CDATA[Colin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional learning through the collaborative design of problem-solving lessons]]></article-title>
<source><![CDATA[Journal Mathematics Teaching and Education]]></source>
<year>2016</year>
<volume>19</volume>
<page-range>243-60</page-range><publisher-loc><![CDATA[Nottingham ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
