<?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>S0104-70432022000200088</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n66.p88-102</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COLETIVO DE DOCENTES NARRADORES(AS): O TECER DAS REDES DE INVESTIGAÇÃO-FORMAÇÃO NA ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[COLLECTIVE OF NARRATOR TEACHERS: WEAVING OF RESEARCH-TRAINING NETWORKS IN BASIC SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[COLECTIVO DE DOCENTES NARRADORES/AS: EL ENTRETEJER DE REDES DE INVESTIGACIÓN-FORMACIÓN EN LA ESCUELA PRIMARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rios]]></surname>
<given-names><![CDATA[Jane Adriana Vasconcelos Pacheco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Leandro Gileno Militão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></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>88</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000200088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000200088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000200088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem por objetivo refletir acerca das redes e coletivos de docentes que realizam a investigação-formação a partir da escola e suas contribuições no debate sobre a formação docente na Educação Básica. Esta investigação-formação baseia-se na construção de relatos de experiências de professores(as) da Educação Básica que constituem coletivos de docentes narradores(as) como formas alternativas de organização pedagógica e de produção de outras pedagogias e saberes que habitam a escola. O trabalho vem sendo desenvolvido a partir do dispositivo de pesquisa-ação-formação da Documentação Narrativa de Experiência Pedagógica (SUÁREZ, 2007), através dos princípios epistemopolíticos da autoria, da inclusão, da alteridade e da horizontalidade. Trata-se de um diálogo coparticipativo com as experiências construídas nas/pelas redes de formação latino-americanas e os relatos de docentes, coordenadores(as) e pesquisadores(as) do Coletivo Baiano de Docentes Narradores/as sobre os princípios e ações pedagógicas que mobilizam a formação construída a partir de uma outra epistemologia sobre a escola gestada no fluxo da ecologia dos saberes (SANTOS, 2010) e nas práticas insubmissas decoloniais que mobilizam o cotidiano escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article aims at reflecting about the teachers' networks and collectives that carry out inquiry-training from the school and their contributions to the debate about teacher education in Basic Education. This investigation-training is based on the construction of reports of experiences of Basic Education teachers who constitute teacher-narrator collectives as alternative forms of pedagogical organization and production of other pedagogies and knowledge that inhabit the school. The work is being developed from the research-action-training device of the Narrative Documentation of Pedagogical Experience (SUÁREZ, 2007), through the epistemopolitical principles of authorship, inclusion, alterity and horizontality. This is a co-participatory dialogue with the experiences built in/by the Latin American training networks and the reports from teachers, coordinators and researchers from the Teaching Collective about the pedagogical principles and actions that mobilize the training built from another epistemology about the school, generated in the ecology of knowledge flow (SANTOS, 2010) and in the decolonial unsubmissive practices that mobilize the school everyday life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo reflexionar sobre las redes y colectivos de docentes que realizan investigación-formación desde la escuela y sus contribuciones al debate sobre la formación docente en la Educación Básica. Esta investigación-formación se fundamenta en la construcción de relatos de experiencias de profesores/as de Educación Básica que constituyen colectivos de docentes narradores/as como formas alternativas de organización pedagógica y de producción de otras pedagogías y saberes que habitan la escuela. Este trabajo se desarrolla a partir del dispositivo de investigación-acción-formación de la Documentación Narrativa de la Experiencia Pedagógica (SUÁREZ, 2007), a través de los principios epistemopolíticos de autoría, de inclusión, de alteridad y de horizontalidad. Se trata de un diálogo coparticipativo con las experiencias construidas en/por las redes de formación latinoamericanas y por los relatos de docentes, coordinadores/as e investigadores/as del colectivo docente sobre los principios y acciones pedagógicas que movilizan la formación construida desde otra epistemología sobre la escuela gestada. en el fluir de la ecología de los saberes(SANTOS, 2010) y en las prácticas insumisas decoloniales que mueven la rutina escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[redes de investigação-formação]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[documentação narrativa de experiências pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia decolonial]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[research-training networks]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[narrative documentation of pedagogical experiences]]></kwd>
<kwd lng="en"><![CDATA[decolonial pedagogy]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[redes de investigación-formación]]></kwd>
<kwd lng="es"><![CDATA[educación primária]]></kwd>
<kwd lng="es"><![CDATA[documentación narrativa de experiencias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[pedagogía decolonial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
