<?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>S0104-40602021000100204</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.75619</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativa, experiência e formação: o diálogo com as crianças na constituição de tornar-se professora]]></article-title>
<article-title xml:lang="en"><![CDATA[Narrative, experience and training: dialogues with children within the process of becoming a teacher]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scramingnon]]></surname>
<given-names><![CDATA[Gabriela Barreto da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</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=S0104-40602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo, fruto de uma pesquisa de doutorado, toma como objeto de estudo as narrativas de uma professora da Educação Infantil e dos anos iniciais do ensino fundamental de uma instituição pública municipal, e tem como objetivo discutir a constituição da docência como processo que se dá na relação com as crianças. A estratégia metodológica, sustentada no diálogo com Walter Benjamin (1994; 1995; 2006) e Martin Buber (2003; 2009; 2012), foi de analisar as narrativas da trajetória da professora no cotidiano escolar em seu diálogo com as crianças. O caderno com os registros dessas conversas converte-se, dessa forma, em empiria de pesquisa. Assim, as narrativas biográficas são compreendidas enquanto metodologia de pesquisa e de formação (JOSSO, 2004). As análises destacam: as crianças como depoentes privilegiados de sua condição, e que nos dão pistas sobre as relações que estabelecem com os professores na escola, indicando possibilidades outras para o desenvolvimento da prática pedagógica; a docência como processo inacabado, aberta a construções e desconstruções; as narrativas biográficas como caminho para a constituição de uma identidade profissional; a importância de espaços e tempos garantidos na escola para que os professores produzam seus registros, considerando-os como possibilidade de pensar o trabalho. Nesse sentido, como experiência, a pesquisa e o texto narrativo são acontecimentos do presente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of the present study - which derives from a doctoral research - is to address the narratives of a teacher from early-childhood-education and from the initial years of elementary school within a public municipal school, so as to analyze the teaching profession as a process that occurs within the relationship with children The methodology adopted in the current study was based on the theory by Walter Benjamin (1994; 1995; 2006) and Martin Buber (2003; 2009; 2012); analyzing the narratives of the aforementioned teacher&#8217;s routine dialogues with children at the school. The notebook with the registers of these conversations thus became the tool for research empiricism. Thus, the biographical narratives herein were understood as being the research and training methodology (JOSSO, 2004). The analyses highlight that: children are privileged testifiers of their condition, who give clues about the relationship they establish with teachers at school; therefore, they indicate other possibilities for pedagogical praxis development; teaching is an unfinished process open to constructions and deconstructions; biographical narratives are the way to build one&#8217;s professional identity; the space and time guaranteed at school have an important role in enabling teachers to make their registers and use them to think about their own work. Thus, taken as experience, the research and the narrative text are current developments.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="en"><![CDATA[Narrative]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Child]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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