<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782020000100241</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782020250053</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias y saberes pedagógicos de docentes en el comienzo del oficio educativo: una indagación narrativa*]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical experiences and knowledge of teachers at the beginning of the educational profession: a narrative inquiry]]></article-title>
<article-title xml:lang="pt"><![CDATA[Experiências e saberes pedagógicos de docentes no início do oficio educativo: uma pesquisa narrativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Julio Hizmeri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanzan]]></surname>
<given-names><![CDATA[Gladys Contreras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Carolina Aparicio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Briceño]]></surname>
<given-names><![CDATA[Maite Otondo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juan]]></surname>
<given-names><![CDATA[Javier Espinoza San]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782020000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782020000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782020000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo explora experiencias, tensiones y saberes de cinco docentes en el comienzo del oficio educativo para interrogar, mediante la metodología de indagación narrativa, el significado de las vivencias y el saber cultivado, desde el entendimiento de que la formación docente no concluye en la universidad y que los docentes viven un periodo de tanteo marcado por tensiones con la realidad educativa que les empuja a la búsqueda de un modo propio de ser docente. Los resultados muestran sus vicisitudes vividas en torno a la relación con el otro (el estudiante) y con el saber (la materia), donde la relación educativa (relación de alteridad entre profesor, estudiante y saber) aparece como un tema esencial, ensanchando la complejidad epistémica del saber pedagógico, evidenciando los límites de la formación académica tradicional y restituyendo a la experiencia vivida como lugar privilegiado en la construcción de un saber profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article explored experiences, tensions, and knowledge of five teachers at the beginning of the educational profession to interrogate, through the methodology of narrative inquiry, the meaning of experiences and construction of knowledge, from the understanding that teacher training does not end at university. Furthermore, it is also considered that teachers live a period of experimentation marked by tensions with the educational reality that pushes them to the search for their own way of being a teacher. The results show vicissitudes experienced around the relationship with the other (the student) and with knowledge (the content), where the educational relation (relationship of alterity between teacher, student, and knowledge) appears as an essential topic, widening the epistemic complexity of the pedagogical knowledge, highlighting the limits of the traditional academic training and restoring the lived experience as a privileged place in the construction of professional knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo explora experiências, tensões e saberes de cinco docentes em início de carreira docente para interrogar, mediante a metodologia da pesquisa narrativa, o significado das vivências e o saber cultivado, desde o entendimento de que a formação docente não se conclui na universidade e que os docentes vivem um período de experimentação, marcado por tensões com a realidade educativa que os direciona na procura de um modo próprio de ser docente. Os resultados mostram as vicissitudes vividas em torno da relação com o outro (o estudante) e com o saber (matéria), onde a relação educativa (relação de alteridade entre professor, aluno e conhecimento) se instala como um tema essencial, ampliando a complexidade epistêmica do saber pedagógico, evidenciando os limites da formação acadêmica tradicional e restituindo a experiência vivida como lugar privilegiado na construção de um saber profissional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[saber pedagógico]]></kwd>
<kwd lng="es"><![CDATA[experiencia]]></kwd>
<kwd lng="es"><![CDATA[profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[indagación narrativa]]></kwd>
<kwd lng="en"><![CDATA[pedagogical knowledge]]></kwd>
<kwd lng="en"><![CDATA[experience]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[narrative inquiry]]></kwd>
<kwd lng="pt"><![CDATA[saber pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[experiência]]></kwd>
<kwd lng="pt"><![CDATA[professor principiante]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>123-49</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
