<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000200795</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.069.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa narrativa como possibilidade metodológica no âmbito da formação docente*]]></article-title>
<article-title xml:lang="en"><![CDATA[Narrative research as a methodological possibility for teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación narrativa como posibilidad metodológica para la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reisdoefer]]></surname>
<given-names><![CDATA[Deise Nivia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Valderez Marina do Rosário]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[Concórdia SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>69</numero>
<fpage>795</fpage>
<lpage>820</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000200795&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000200795&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000200795&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo tem como tema central a discussão sobre a pesquisa narrativa, abordagem metodológica adequada à produção de conhecimentos no âmbito da formação docente. O objetivo principal é apresentar em detalhes o delineamento da pesquisa narrativa, incluindo o modelo de coleta de dados e sua organização, seguido de interpretação e análise. Com fundamentos especialmente em Clandinin e Connelly (1995, 2015) e autores como Botía (2002), Josso (2004), Creswell (2014), Delory-Momberger (2014), Frison e Basso (2016) e Moraes (2018), o escrito apresenta os caminhos de construção de textos de campo e sua transposição para os textos de pesquisa. De caráter interpretativo, a elaboração dos textos de campo compreende o recolhimento de informações e entrevistas no espaço da pesquisa e sua interpretação. Os textos de pesquisa resultam da interpretação e análise dos textos de campo, aos quais são imbricadas a experiência do pesquisador e a teoria adequada à temática da pesquisa. Explicitam-se elementos de natureza teórico-metodológica que se constituem em balizadores para investigações narrativas tais como leitura, escrita, análise e interpretação. Esses elementos permitem um movimento em quatro direções: tanto para frente (prospectivamente), como para trás (retrospectivamente), e também para dentro (introspectivamente) e para fora (extrospectivamente). A teoria discutida e os exemplos apresentados abrem possibilidades para que novas formas de elaboração de textos de campo e de pesquisa sejam organizados em investigações desta natureza, especialmente na área educacional e formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main theme of the study is the discussion on narrative research, a methodological approach suitable to produce knowledge in the context of teacher education. The main objective is to present in detail the outline of the narrative research, including the data collection model and its organization, followed by interpretation and analysis. Based especially on Clandinin and Connelly (1995, 2015) and authors like as Botía (2002), Josso (2004), Creswell (2014), Delory-Momberger (2014), Frison and Basso (2016) and Moraes (2018), the paper presents the ways of constructing field texts and their transposition into research texts. The elaboration of fieldnotes presents an interpretative character and comprises the gathering of information and interviews and their interpretation. The research texts result from the interpretation and analysis of the fieldnotes, to which the researcher's experience and the theory suited to the research theme are interwoven. Elements of a theoretical-methodological nature, which constitute beacons for narrative investigations such as reading, writing, analysis and interpretation are explained. These elements allow movement in four directions: both forward (prospectively) and backward (retrospectively), and also inward (introspectively) and outward (extrospectively). The theory discussed and the examples presented open possibilities for new forms of elaboration of field and research texts to be organized in investigations of this nature, especially in the educational area and teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El tema principal del estudio es la discusión sobre la investigación narrativa, un enfoque metodológico apropiado para la generación de conocimiento en el contexto de la formación del profesorado. El objetivo principal es presentar en detalle el esquema de la investigación narrativa, incluido el modelo de recopilación de datos y su organización, seguido de interpretación y análisis. Basado especialmente en Clandinin y Connelly (1995, 2015) y autores como Botía (2002), Josso (2004), Creswell (2014), Delory-Momberger (2014), Frison y Basso (2016) y Moraes (2018), el texto presenta las formas de construir textos de campo y su transposición en textos de investigación. De carácter interpretativo, la elaboración de textos de campo comprende la recopilación de información y entrevistas en el espacio de investigación y su interpretación. Los textos de investigación son el resultado de la interpretación y el análisis de textos de campo, en los que se entrelazan la experiencia del investigador y la teoría adecuada al tema de investigación. Se explican elementos de naturaleza teórico-metodológica, que constituyen balizas para investigaciones narrativas como lectura, escritura, análisis e interpretación. Estos elementos permiten el movimiento en cuatro direcciones: hacia adelante (prospectivamente) y hacia atrás (retrospectivamente), y también hacia adentro (introspectivamente) y hacia afuera (extrospectivamente). La teoría y los ejemplos presentados abren posibilidades para nuevas formas de elaboración de textos de campo y de investigación que se organizan en investigaciones de esta naturaleza, especialmente en el área educativa y la formación del profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Interpretação]]></kwd>
<kwd lng="pt"><![CDATA[Análise]]></kwd>
<kwd lng="en"><![CDATA[Narrative research]]></kwd>
<kwd lng="en"><![CDATA[Interpretation]]></kwd>
<kwd lng="en"><![CDATA[Analysis]]></kwd>
<kwd lng="es"><![CDATA[Investigación narrativa]]></kwd>
<kwd lng="es"><![CDATA[Interpretación]]></kwd>
<kwd lng="es"><![CDATA[Análisis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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