<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092016000100271</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i1.0012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Possibilidades e influências da formação continuada na construção da docência de professoras alfabetizadoras de Araucária/PR: uma análise dialógico-responsiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Posibilidades e influencias de educación continua en la construcción de la docencia de maestros alfabetizadores de Araucária/PR: un análisis dialogico-responsivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Radvanskei]]></surname>
<given-names><![CDATA[Sônia de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hagemeyer]]></surname>
<given-names><![CDATA[Regina Cely de Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>271</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000100271&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta uma pesquisa realizada com cinco professoras alfabetizadoras da Rede Municipal de Ensino de Arauc&#225;ria/PR, com mais de dezoito anos de doc&#234;ncia, desenvolvida, em sua maioria, nas classes de alfabetiza&#231;&#227;o do mesmo munic&#237;pio. Nesse contexto, h&#225; a possibilidade de uma an&#225;lise dial&#243;gicoresponsiva de investiga&#231;&#227;o dos processos de forma&#231;&#227;o continuada ofertados pela Secretaria Municipal de Educa&#231;&#227;o de Arauc&#225;ria (SMED), dos quais as professoras t&#234;m participado no decorrer de sua carreira docente. Prop&#245;e-se, pela pesquisa qualitativa, utilizar procedimentos metodol&#243;gicos de Entrevista e Roda de conversa para situar e identificar as compreens&#245;es das professoras sobre a forma&#231;&#227;o continuada, ressaltando, na verbaliza&#231;&#227;o de suas concep&#231;&#245;es e experi&#234;ncias, o desenvolvimento das pr&#225;ticas de alfabetiza&#231;&#227;o a partir dessa forma&#231;&#227;o. Para as an&#225;lises dos discursos das professoras, foram considerados os conceitos de dialogismo, enuncia&#231;&#227;o e responsividade de Bakhtin (2006, 2011), buscando aproxima&#231;&#245;es &#224;s teoriza&#231;&#245;es de Shulman (1986, 1987), N&#243;voa (1998, 2007), Kramer (2010, 2013) e Maldonado (2002), dial&#243;gicos e responsivos sobre os estilos e as pr&#225;ticas pedag&#243;gicas desenvolvidas, os quais decorrem da forma&#231;&#227;o continuada vivida pelas alfabetizadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents a research conducted with five literacy teachers of the Municipal Education Network of Arauc&#225;ria/Paran&#225; (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Arauc&#225;ria, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers' discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), N&#243;voa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este art&#237;culo se presenta un estudio con cinco maestros de alfabetizaci&#243;n de La Red Municipal de Arauc&#225;ria/PR con m&#225;s de dieciocho a&#241;os de docencia, que se desarroll&#243; sobre todo en las clases de alfabetizaci&#243;n en el mismo municipio. En este contexto, existe la posibilidad de un an&#225;lisis, dial&#243;gica-responsiva de los procesos de educaci&#243;n continua ofrecidos por el SMED (Departamento Municipal de Educaci&#243;n de Arauc&#225;ria), en los que los maestros han participado en el transcurso de su carrera docente. Se propone una investigaci&#243;n cualitativa, utilizando procedimientos metodol&#243;gicos, entrevista y rueda de conversaci&#243;n, para situar e identificar las concepciones de los maestros sobre la educaci&#243;n continua, enfatizando verbalizar sus ideas y experiencias, el desarrollo de pr&#225;cticas de alfabetizaci&#243;n de esta formaci&#243;n. Para el an&#225;lisis de los discursos de los maestros se tendr&#225;n en cuenta los conceptos de dialogismo, enunciaci&#243;n y la capacidad de respuesta de Bakhtin (1997); la b&#250;squeda de aproximaciones a las teor&#237;as de Shulman (1987), N&#243;voa (1998, 2007), Kramer (2010, 2013) y Maldonado (2002), con el fin de analizar los discursos dial&#243;gicos y responsivos que surgen de la formaci&#243;n continua de los maestros alfabetizadores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professoras Alfabetizadoras]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Dialogicidade e Responsividade]]></kwd>
<kwd lng="en"><![CDATA[Literacy Teachers]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Dialogicity and Responsiveness]]></kwd>
<kwd lng="es"><![CDATA[Maestros de Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Educación Continua]]></kwd>
<kwd lng="es"><![CDATA[Dialogicidad y Capacidad de Respuesta]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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