<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100107</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a6999</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Memorial de formação pessoal e desenvolvimento profissional docente: temporalidades, inícios e reinícios]]></article-title>
<article-title xml:lang="en"><![CDATA[A teacher&#8217;s personal training and professional development memorial: temporalities, beginnings, and restarts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Amarildo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anunciato]]></surname>
<given-names><![CDATA[Rosa Maria Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A valorização da história profissional implica na compreensão das interações sociais e familiares, das influências culturais e religiosas, bem como dos desafios enfrentados, da aquisição de novas aprendizagens e conhecimentos ao longo da carreira docente como elementos fundamentais na constituição pessoal e profissional. O objetivo deste artigo, oriundo da tese de doutorado do primeiro autor, é compartilhar e analisar os caminhos percorridos por um professor com 18 anos de experiência docente na Educação Básica. No processo de constituição do professor experiente, vida pessoal e desenvolvimento profissional se entrecruzam. Ao final, compreendeu-se que a trajetória foi resultado da busca constante por aprender mais e de um trabalho coletivo desenvolvido em um longo percurso histórico. Nesse caminhar são vistas as lutas travadas para superar desafios, as interações e apoios de professores, familiares e amigos, as aprendizagens e conhecimentos adquiridos ao longo da vida, formação escolar, acadêmica e atuação profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The valorization of professional history implies understanding social and family interactions, cultural and religious influences, as well as the challenges faced, and the acquisition of new learnings and knowledge along the teaching career as fundamental elements in the personal and professional constitution. Resulting from the first author&#8217;s doctoral thesis, this article aims to share and analyze the paths taken by a teacher with 18 years of teaching experience in Basic Education. In the process of constituting an experienced teacher, personal life and professional development intertwine. In the end, it was understood that the trajectory was the result of the constant search for learning more and of a collective work developed over a long historical journey. On this path, we see the struggles to overcome challenges, the interactions and support from teachers, family, and friends, the learnings and knowledge acquired throughout life, educational and academic training, and professional practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem de adultos]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Memória histórica]]></kwd>
<kwd lng="pt"><![CDATA[Trajetória de vida]]></kwd>
<kwd lng="en"><![CDATA[Adult learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Historical memory]]></kwd>
<kwd lng="en"><![CDATA[Life trajectory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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