<?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>S0104-70432023000200253</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n70.p253-270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA EM UMA ESCOLA DE EDUCAÇÃO INTEGRAL EM TEMPO INTEGRAL: ENGAJAMENTO E EMPREENDIMENTO CONJUNTO]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTINUING EDUCATION IN A FULL-TIME INTEGRAL EDUCATION SCHOOL: ENGAGEMENT AND JOINT VENTURE]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN CONTINUA EN UNA ESCUELA DE EDUCACIÓN INTEGRAL EN TIEMPO INTEGRAL: COMPROMISO Y EMPRENDIMIENTO CONJUNTO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capobiango]]></surname>
<given-names><![CDATA[Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Vania F. Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Municipal de Educação de Niterói  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>70</numero>
<fpage>253</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000200253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo investigou a formação continuada em uma escola de Educação Integral em Tempo Integral de Niterói. É uma pesquisa qualitativa que se baseou nos estudos de Teixeira (1962), Ribeiro (2018), Cavaliere (2007; 2010) e Coelho (2002; 2009), sobre Educação Integral em Tempo Integral, e de Lave e Wenger (1991), sobre Comunidade de Prática. Concluiu-se que a formação continuada desenvolvida na escola aproxima-se das características de uma Comunidade de Prática, porque percebeu-se o compromisso na construção e na execução dos Projetos Instituintes Anuais escolhidos democraticamente por todos os envolvidos. As educadoras não ficaram presas às determinações da Base Nacional Comum Curricular (BNCC), mas, ao contrário, os estudos e os projetos propiciaram a ampliação do repertório cultural, estético, musical e de conhecimentos dos estudantes e das professoras. A escola preza, portanto, pelo desenvolvimento integral de todos e propõe atividades que desenvolvem os aspectos cognitivos, estéticos, corporais e afetivos, distanciando-se de uma proposta educativa que foca somente nos conteúdos da BNCC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study investigated the continuing education at a Full-Time Integral Education school in Niterói, Rio de Janeiro, Brazil. It is a qualitative research that was based on the studies of Teixeira (1962), Ribeiro (2018), Cavaliere (2007, 2010), Coelho (2002, 2009), about full-time integral education, and Lave and Wenger (1991), about Community of Practice. It was concluded that the continuing education developed in the school approaches the characteristics of a Community of Practice, because the commitment in the construction and execution of the Annual Instituting Projects chosen democratically by all involved was noticed. The educators were not bound by the determinations of the Common Core State Standards (BNCC), but, on the contrary, the studies and projects provided the expansion of the cultural, aesthetic, musical and knowledge repertoire of students and teachers. Therefore, the school values the integral development of all and proposes activities that develop the cognitive, aesthetic, bodily, affective aspects, distancing itself from an educational proposal that focuses only on the contents of the BNCC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio investigó la formación continua en una escuela de Educación Integral en Tiempo Integral en Niterói, Brasil. Es una investigación cualitativa que se basó en estudios de Teixeira (1962), Ribeiro (2018), Cavaliere (2007, 2010), Coelho (2002, 2009), sobre Educación Integral en Tiempo Integral, y de Lave y Wenger (1991), sobre Comunidad de Práctica. Se concluyó que la formación continua desarrollada en la Escuela se aproxima a las características de una comunidad de práctica, pues se percibió el compromiso con la construcción y la ejecución de los Proyectos Instituyentes Anuales elegidos democráticamente por todos los involucrados. Las educadoras no estaban sujetas a las determinaciones de la Base Nacional Común Curricular (BNCC), sino que, por el contrario, los estudios y proyectos favorecieron la ampliación del repertorio cultural, estético, musical y de conocimientos de los alumnos y de las profesoras. La escuela valora, por tanto, el desarrollo integral de todos y propone actividades que desarrollen los aspectos cognitivos, estéticos, corporales, afectivos, distanciándose de una propuesta educativa que se centra sólo en los contenidos de la BNCC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professoras]]></kwd>
<kwd lng="pt"><![CDATA[educação integral]]></kwd>
<kwd lng="pt"><![CDATA[tempo integral]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de Prática]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[integral education]]></kwd>
<kwd lng="en"><![CDATA[full-time]]></kwd>
<kwd lng="en"><![CDATA[Community of Practice]]></kwd>
<kwd lng="es"><![CDATA[formación de profesoras]]></kwd>
<kwd lng="es"><![CDATA[educación integral]]></kwd>
<kwd lng="es"><![CDATA[tiempo integral]]></kwd>
<kwd lng="es"><![CDATA[comunidad de práctica]]></kwd>
</kwd-group>
</article-meta>
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