<?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>S0104-40602021000100208</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.74451</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Paradigma Indiciário: abordagem narrativa de investigação no contexto da formação docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Evidential Paradigm: narrative research methods in the teacher&#8217;s training context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguiar]]></surname>
<given-names><![CDATA[Thiago Borges de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Luciana Haddad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba São Paulo]]></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=S0104-40602021000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602021000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602021000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo tem como objetivo tomar o Paradigma Indiciário como método narrativo de investigação no âmbito da formação docente. Destacamos sua dimensão autobiográfica, enfatizando as particularidades de fazer uso da narrativa como fenômeno estudado, gênero textual e concepção metodológica. Para tanto, realizamos leitura abrangente da obra de Carlo Ginzburg e a partir de suas contribuições apontamos características da escrita narrativa em pesquisa, entendendo-a como escolha consciente de olhar para o passado e reconstruí-lo, tomando as opções feitas ao longo do processo e as respostas encontradas ao final. Tomamos ainda, como eixo reflexivo, narrativas produzidas por professoras, cujas análises evidenciam que este modo de fazer pesquisa possibilita entendimento de aspectos das práticas sociais que não dizem respeito apenas ao que foi vivido ou a quem viveu, mas ao modo como a experiência se atualiza no instante em que se decide narrar, em diálogo com questões de nossos tempos, espaços e cultura, tornando-se potente instrumento de pesquisa e formação. Finalizamos apresentando três temporalidades, presentes numa investigação com base no Paradigma: o tempo da história de vida, considerando que ela atravessa e é atravessada pela pesquisa; o tempo da própria pesquisa, entendendo que o método se dá num movimento constante entre coletar, observar, decifrar; o tempo da escrita, entendendo a linearidade de um texto que precisa ser definitivo, mas se abre para a provisoriedade do conhecimento produzido e o estranhamento de nós mesmos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to take the Evidential Paradigm as a narrative research method of teacher training. We highlight its autobiographical dimension, emphasizing the particularities of using narratives as a studied phenomenon, textual genre, and methodological conception. We carried out a comprehensive reading of Carlo Ginzburg&#8217;s work, and from his contributions, we point out characteristics of narrative writing in research, understanding it as a conscious choice to look at the past and reconstruct it, considering the options made throughout the process, and the answers found at the end. We take, as reflexive axis, narratives produced by teachers, whose analysis show that this way of doing research enables understanding aspects of social practices that are not related to what was lived or to whom lived, but to how the experience is updated at the moment when it is decided to narrate, in dialogue with issues of our times, spaces and culture, becoming a powerful research and training instrument. We conclude by elucidating three temporalities, present in the investigation based on that Paradigm: time of life history, considering that it crosses and is crossed by research; time of research itself, understanding that the method occurs in constant movement between collecting, observing, deciphering; time of writing, understanding the linearity of a text that needs to be definitive, but opens up provisionally to the knowledge produced and the estrangement of ourselves.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma Indiciário]]></kwd>
<kwd lng="pt"><![CDATA[Método narrativo]]></kwd>
<kwd lng="pt"><![CDATA[Método indiciário]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Narrative research]]></kwd>
<kwd lng="en"><![CDATA[Evidential Paradigm]]></kwd>
<kwd lng="en"><![CDATA[Narrative method]]></kwd>
<kwd lng="en"><![CDATA[Evidential method]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>341-77</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
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