<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432022000200031</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n66.p31-46</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENTRE REDES E COLETIVOS DOCENTES LATINO-AMERICANOS: TECITURAS EM EXPERIÊNCIAS FORMATIVAS]]></article-title>
<article-title xml:lang="en"><![CDATA[BETWEEN LATIN AMERICAN TEACHERS&#8217; NETWORKS AND COLLECTIVES: WEAVINGS IN FORMATIVE EXPERIENCES]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTRE REDES DE MAESTROS Y COLECTIVOS LATINOAMERICANOS: ENREDANDO EXPERIENCIAS FORMATIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Mairce da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Regina Aparecida Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Danusa Tederiche Borges de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Formação de Professores ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Formação de Professores Programa de Pós-graduação em Educação Processos Formativos e Desigualdades Sociais]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Formação de Professores Programa de Pós-graduação em Educação Processos Formativos e Desigualdades Sociais]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>66</numero>
<fpage>31</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como foco experiências entre redes e coletivos docentes latino-americanos, no contexto da pandemia provocada pelo vírus SARS-CoV-19, tomadas como movimentos de investigaçãoformação. A partir da trajetória da Rede de Docentes que Narram sobre Infância, Alfabetização, Leitura e Escrita (REDEALE) e do desejo de pensarfazer a formação e a educação entre pares latino-americanos, destacamos dois movimentos dialógicos vivenciados no ano de 2020: o &#8220;Projeto Memórias da Quarentena: diálogos entre Brasil e Peru&#8221; e a participação na Red de Educadores Cómplices Pedagógicos Latinoamericanos. Referenciadas em uma perspectiva qualitativa e dialógica, a reflexão sobre tais experiências nos possibilitou reafirmar a importância do diálogo entre redes como uma experiência instituinte; a indissociabilidade das dimensões pedagógica e política dos processos educativos; e a importância do movimento coletivo de luta latino-americano pela educação como prática de liberdade e humanização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article has as focus lived experiences between Latin American teaching network and collectives, in the pandemia context caused by the SARS-CoV-19 Virus, taken as research training movements. From the teaching network that narrate about childhood, literacy, reading and writing (Redeale) and from the desire of think do the formation and the education between Latin-American pars, we focus two dialogic moviments lived in the year 2020: the &#8220;Projeto Memórias da Quarentena: Diálogos entre Brasil e Peru&#8221; and the participation in the Network Pedagogical Accomplices from Latin-American educators. Referenced in a qualitative perspective and dialogue, the reflection possibilitated us reaffirm the importance of dialogue between networks as an instituting experience; the inseparability of the pedagogical dimensions and politic of the educational processes; and the importance of the Latim-American collective struggle movement for education as pratice of freedom and humanization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se centra en las experiencias vividas entre redes latinoamericanas y colectivos docentes, en el contexto de la pandemia provocada por el virus Sars-Cov-19, tomadas como movimientos de investigaciónformación. A partir de la trayectoria de la Red de Docentes que Narran sobre infancia, alfabetización, lectura y escritura (Redeale) y el deseo de pensarhacer la formación y la educación entre pares latinoamericanos, destacamos dos movimientos dialógicos vividos en 2020: el &#8220;Proyecto Memorias de Cuarentena: Diálogos entre Brasil y Perú&#8221; y participación en la Red de Educadores Cómplices Pedagógicos Latinoamericanos. Referenciada desde una perspectiva cualitativa y dialógica, la reflexión sobre tales experiencias nos permitió reafirmar la importancia del diálogo entre redes como experiencia formativa instituyente; la inseparabilidad de las dimensiones pedagógicas y políticas de los procesos educativos; y la importancia del movimiento colectivo de lucha latinoamericana por la educación como práctica de libertad y humanización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[redes]]></kwd>
<kwd lng="pt"><![CDATA[movimentos de professores]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[networks]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; movements]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[redes]]></kwd>
<kwd lng="es"><![CDATA[movimientos de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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