<?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>S1517-97022022000100782</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248246542por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As práticas pedagógicas e a autonomia de professores no contexto de ensino bilíngue de elite]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical practices and teacher autonomy in the context of elite bilingual education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[Luana Francine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koerner]]></surname>
<given-names><![CDATA[Rosana Mara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[Joinville SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100782&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, sugerem-se algumas respostas sobre como a autonomia de professores de um contexto bilíngue de elite se faz perceber em suas vozes, através de análises do que dizem a respeito de suas práticas pedagógicas. A problemática que deu origem à pesquisa recaiu sobre as formações superiores variadas dos professores que não eram formados para trabalhar com níveis da educação infantil e séries iniciais; em alguns casos, tampouco eram formados em licenciatura. Esse &#8220;espaço&#8221; entre formação inicial e práticas pedagógicas lançou luz sobre questões que concernem à autonomia docente. O enfoque metodológico foi preconizado pela pesquisa qualitativa, valendo-se de um questionário escrito e de um grupo de discussão como instrumentos para geração dos dados. As reflexões foram embasadas nos seguintes autores: García (2009), Benson (1997), Benson e Huang (2008), Cunha (2007), Pesce (2012), Tardif (2002) e Megale (2020). Entendemos que, apesar de os professores não reconhecerem a autonomia em suas práticas, nem usarem essa palavra em suas falas, é por meio das escolhas que fazem para mobilizar o processo de ensinar e aprender que exercem o seu protagonismo e se empoderam no exercício da profissão. Conclui-se que o que evidencia sua autonomia parecem ser as decisões que tomam para adequarem suas práticas ao que a gestão espera, ao que os manuais de orientação indicam e ao que o livro do professor prevê, enquanto buscam uma prática que se mostre efetiva, mesmo que à revelia do controle imposto pela instituição.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  García (2009) Benson (1997) Benson and Huang (2008) Cunha (2007) Pesce (2012) Tardif (2002) Megale (2020)]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação bilíngue de elite]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho e formação docente]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Teacher autonomy]]></kwd>
<kwd lng="en"><![CDATA[Elite bilingual education]]></kwd>
<kwd lng="en"><![CDATA[Teacher work and training]]></kwd>
</kwd-group>
</article-meta>
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