<?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>S0104-70432023000300059</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p59-73</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[CONFORMAR COMUNIDADES COMO OPORTUNIDAD DE APRENDIZAJE PROFESIONAL DOCENTE: ESTUDIO DE CASOS EN URUGUAY Y CHILE]]></article-title>
<article-title xml:lang="en"><![CDATA[BUILDING COMMUNITIES AS AN OPPORTUNITY FOR TEACHER PROFESSIONAL LEARNING: A CASE STUDY IN URUGUAY AND CHILE]]></article-title>
<article-title xml:lang="pt"><![CDATA[CONSTRUINDO COMUNIDADES COMO UMA OPORTUNIDADE DE APRENDIZAGEM PROFISSIONAL DOCENTE: UM ESTUDO DE CASO NO URUGUAI E NO CHILE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Techera]]></surname>
<given-names><![CDATA[Andrea Tejera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Questa-Torterolo]]></surname>
<given-names><![CDATA[Mariela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Claudia Cabrera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>71</numero>
<fpage>59</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto presenta resultados del estudio: &#8220;Redes e inclusión digital: Incidencias y caracterizaciones para la conformación de comunidades que promueven el aprendizaje profundo en Centros Públicos de Formación Docente de Uruguay y Chile&#8221;. El objetivo fue conocer cómo las comunidades y la colaboración emergente, son vistas como una forma de aprendizaje profesional entre los docentes de formación inicial, en centros de Uruguay y Chile. El diseño metodológico se organizó en tres fases: 1) identificación y caracterización del conjunto de centros de formación docente de los dos países a partir de un cuestionario; 2) estudio de tres casos seleccionados en cada país mediante entrevistas y grupo de discusión; 3) validación de expertos e intercambio de experiencias entre los participantes. Los hallazgos muestran que existen diferentes grados de aproximación a la conformación de comunidades, al tiempo que evidencian su relevancia como promotoras de aprendizaje profesional de los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text presents results from the study: &#8220;Networks and Digital Inclusion: Incidences and Characterizations for the Formation of Communities that Promote Deep Learning in Public Teacher Training Centers in Uruguay and Chile&#8221;. The objective was to understand how communities and emergent collaboration are perceived as a form of professional learning among initial teacher education teachers in centers in Uruguay and Chile. The methodological design was organized into three phases: 1) identification and characterization of the set of teacher training centers in the two countries through a questionnaire; 2) study of three selected cases in each country through interviews and group discussions; 3) validation by experts and exchange of experiences among participants. The findings show that there are different degrees of engagement in the formation of communities while highlighting their relevance as promoters of teachers&#8217; professional learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto apresenta resultados do estudo &#8220;Redes e inclusão digital: incidências e caracterizações para a formação de comunidades que promovem a aprendizagem profunda em Centros Públicos de Formação de Professores no Uruguai e no Chile&#8221;. O objetivo foi compreender como as comunidades e a colaboração emergente são vistas como uma forma de aprendizagem profissional entre os professores em formação inicial, nos centros do Uruguai e do Chile. O desenho metodológico foi organizado em três fases: 1) identificação e caracterização do conjunto de centros de formação de professores nos dois países por meio de um questionário; 2) estudo de três casos selecionados em cada país por meio de entrevistas e grupos de discussão; 3) validação por especialistas e troca de experiências entre os participantes. Os resultados mostram que existem diferentes graus de aproximação na formação de comunidades, ao mesmo tempo em que evidenciam sua relevância como promotoras da aprendizagem profissional dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesores de educación superior]]></kwd>
<kwd lng="es"><![CDATA[cultura didáctico-pedagógica]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[higher education teachers]]></kwd>
<kwd lng="en"><![CDATA[didactic-pedagogical culture]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="pt"><![CDATA[professores do ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[cultura didático-pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
</kwd-group>
</article-meta>
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