<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100720</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147221083</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, formação docente e multiletramentos: articulando projetos de pesquisa-formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, teacher training and multiliteracies: articulating projects of research-training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Obdália Santana Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anecleto]]></surname>
<given-names><![CDATA[Úrsula Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sirlaine Pereira Nascimento dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Prefeitura Municipal de Salvador Secretaria Municipal de Educação ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100720&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100720&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100720&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo discutir a formação docente, no âmbito da Educação Básica, criando espaço para que os professores (re)pensem e (res)signifiquem suas práticas pedagógicas, tendo em vista o atual contexto sociocultural, a exigir desses profissionais que se apropriem da diversidade de linguagens, culturas e hipermídias que constituem os multiletramentos. Trata-se de um projeto guarda-chuva que articula diferentes projetos (stricto sensu), desenvolvidos em programas de Pós-Graduação de uma universidade pública, que trazem ao debate temáticas como diversidade cultural, multimodalidade, multissemiose, convergência digital, articulação entre ensino, aprendizagem e pesquisa, no âmbito da formação docente. Nesse contexto, a questão central deste estudo traduz-se da seguinte forma: como os professores têm se preparado para trabalhar os diferentes tipos de letramentos existentes, inclusive, os que envolvem as tecnologias digitais, relacionados às demandas e desafios propostos pelos (multi)letramentos? Como metodologia, optou-se pela pesquisa-formação, colaborativa, materializada por encontros formativos organizados sob a forma de sessões reflexivas. Resultados de pesquisas realizadas entre 2017 e 2018 levam à conclusão de que os projetos e políticas públicas voltados à formação de professor precisarão, diante das transformações advindas da cultura digital e dos multiletramentos, pensar a formação docente e as práticas pedagógicas, a partir de uma concepção de ensino que, efetivamente, estabeleça relação entre o conhecimento e a vida cotidiana do estudante; entre os processos de desenvolvimento humano e as possibilidades de aprendizagem oferecidas pelas agências da cultura letrada, considerando as orientações de inclusão da diversidade como princípio básico da cidadania.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to discuss teacher training, within the scope of Basic Education, creating opportunities for teachers to (re)think and (res)signify their pedagogical practices, considering the current sociocultural context, to demand professionals who appropriate the diversity of languages, cultures and hypermedia that make up multiliteracies. It is a macro project that articulates different projects, developed in postgraduate programs (stricto sensu) of a public university, which raise themes such as cultural diversity, multimodality, multi-semiosis, digital convergence, articulation between teaching, learning and research, within the scope of teacher training. In this context the main question of this study focusses on the following way: How teachers have been prepared to work on the different types of existing literacies, even which involve digital technologies, related to the demands and challenges proposed by the (multi) literacies? As methodology, we opted for research-training, collaborative, through formative meetings based on reflective sessions. Results of researches carried out between 2017 and 2018 lead to the conclusion that public projects and policies aimed at teacher training will need, in the face of given changes by the digital culture and multiliteracies, to think about teaching training and pedagogical practices, based on a teaching conception that, effectively, stablish a relationship between knowledge and student&#8217;s daily life; between human development processes and the possibilities of learning offered by the literate culture agencies, considering the guidelines for an inclusion of the diversity as a basic principle of citizenship.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Letramentos]]></kwd>
<kwd lng="pt"><![CDATA[Multiletramentos]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-formação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura digital]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Literacies]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies]]></kwd>
<kwd lng="en"><![CDATA[Research-training]]></kwd>
<kwd lng="en"><![CDATA[Digital culture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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