<?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>S1981-416x2021000401653</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogias de (re)existência: narrativas da docência na educação profissional técnica com/na diversidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogies of (re)esistence: narratives of teaching in technical professional education with/in diversity]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogías de (re)existencia: narrativas de la enseñanza en la educación técnica profesional con/en la diversidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Graziela Ninck Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Bahia  ]]></institution>
<addr-line><![CDATA[Ilhéus BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1653</fpage>
<lpage>1674</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401653&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute como professores/as vêm construindo pedagogias que insurgem como modos de (re)existência (WALSH, 2013) ao silenciamento de sujeitos da diversidade e da ausência de políticas de integração com a comunidade. Aponta no debate como a diversidade se constitui enquanto campo de disputa e de luta por direitos e como isso reverbera no cenário educacional e tensiona os/as docentes a atuarem em direção às demandas advindas desse contexto. O trabalho resulta de uma pesquisa que cartografou a profissão docente na educação profissional técnica a partir de experiências educativas com/na diversidade. Produzido em dois campi do Instituto Federal da Bahia, inscreve-se como pesquisa narrativa, tendo como dispositivos as rodas de conversa e as cartas pedagógicas, como espaços narrativos que propiciaram revelar as interpretações de uma realidade, mapeada pelas experiências e pelos modos como os sujeitos que nela habitam dão significados aos acontecimentos e como estes reverberam na profissão docente. A cartografia produzida revela como experiências educativas com a diversidade colocam os/as docentes na condição de escuta, de compreensão sobre como seus/suas estudantes vivem e enfrentam situações de discriminação e preconceito. Ainda revelam como em suas práticas de (re)existência favorecem a integração com a comunidade ou promovem na escola a cultura que dela emerge e geram construção de relações mais horizontais tendo-os/as como atores/atrizes, copartícipes e corresponsáveis pelo processo de ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses how teachers have been building pedagogies that emerge as ways of (re)existence (Walsh, 2013) to silence subjects of diversity and the absence of integration policies with the community. It points out in the debate how diversity is constituted as a field of dispute and struggle for rights and how this reverberates in the educational scenario and tensions teachers to act towards the demands arising from this context. The work results from a research that mapped the teaching profession in technical professional education from educational experiences with/in diversity. Produced on two campuses of the Federal Institute of Bahia, it is part of a narrative research, having as strategies, conversation rounds and pedagogical letters, as narrative spaces that allowed to reveal the interpretations of a reality, mapped by the experiences and the ways in which the subjects, who inhabit it, give meaning to the events and how they reverberate in the teaching profession. The cartography produced reveals how educational experiences with diversity place teachers in the condition of listening, of understanding how their students live and face situations of discrimination and prejudice. They also reveal how in their (re)existence practices they favor integration with the community or promote in the school the culture that emerges from it and generate the construction of more horizontal relationships with them as actors/actresses, co-participants and co-responsible for the teaching process learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute cómo los docentes construyen pedagogías que emergen como formas de (re) existencia (Walsh, 2013) para silenciar sujetos de diversidad y ausencia de políticas de integración con la comunidad. Señala en el debate cómo la diversidad se constituye como campo de disputa y lucha por los derechos y cómo esta repercute en el escenario educativo y las tensiones docentes para actuar frente a las demandas que surgen de este contexto. El trabajo es el resultado de una investigación que mapeó la profesión docente en la educación técnica profesional a partir de experiencias educativas con/en la diversidad. Producida en dos campus del Instituto Federal de Bahía, es parte de una investigación narrativa, teniendo como dispositivos las ruedas de conversación y las letras pedagógicas, como espacios narrativos que permitieron revelar las interpretaciones de una realidad, mapeada por las experiencias y por los caminos en que los sujetos, que lo habitan, dan sentido a los hechos y cómo repercuten en la profesión docente. La cartografía elaborada revela cómo las experiencias educativas con diversidad colocan a los docentes en la condición de escucha, de compreensión a respeto de cómo viven y enfrentan sus alumnos situaciones de discriminación y prejuicio. También revelan cómo en sus prácticas de (re) existencia favorecen la integración con la comunidad o promueven en la escuela la cultura que surge de ella y generar la construcción de relaciones más horizontales con ellos como actores / actrices, copartícipes y corresponsables. para el proceso de enseñanza aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogias de (re)existência]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Pedagogies of (re)esixtence]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Pedagogías de reexistencia]]></kwd>
<kwd lng="es"><![CDATA[Diversidad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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