<?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>S1981-416x2021000401700</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada crítico-reflexiva: um caminho para profissionalidade do professor técnico]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical-reflective continuing education: a path to technical teacher professionality]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación continua crítico-reflexiva: un camino para profesionalidad del profesor técnico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Marta Pastor da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anecleto]]></surname>
<given-names><![CDATA[Úrsula Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Valente BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana 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>1700</fpage>
<lpage>1715</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401700&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401700&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401700&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objeto de estudo o processo de formação continuada para professores técnicos em um Centro de Educação Profissional do Semiárido, no Território de Identidade do Sisal, na Bahia, focalizado a partir de atitude orientada ao consenso, pelo viés de uma racionalidade comunicativa. Esse processo formativo é discutido com interfaces de saberes e práticas pedagógicas buscando contribuir para o desenvolvimento da profissionalidade docente do professor técnico, por meio da reflexão de concepções e de práticas pedagógicas. Assim, este artigo busca compreender como a formação continuada favorece o sobrepujamento do agir estratégico docente para um agir comunicativo na prática de ensino a fim de refletir sobre sua profissionalidade docente. A metodologia está embasada nos conceitos da pesquisa colaborativa, desenvolvida a partir de sessões reflexivas e de entrevistas semiestruturadas com professores técnicos sobre seu fazer docente e sua profissionalidade. Como resultado, para que esses técnicos tenham mais identificação com a docência, aponta-se a importância de processos formativos no espaço escolar, que surjam das próprias realidades educativas locais, de forma dialógica e engajada e contribuam para a ressignificação do trabalho do professor, no sentido de possibilitar uma compreensão colaborativa do seu fazer educacional e uma transmutação nas ações pedagógicas desses professores técnicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article has as its object of study the continuing education process for technical teachers in a Professional Education Center in the Semiarid Region, in the Territory Identity of Sisal, in Bahia, focused on from a consensus-oriented attitude, through the bias of a communicative rationality. This training process is discussed with interfaces of knowledge and pedagogical practices seeking to contribute to the development of the professionality of this technical teacher, through the reflection of pedagogical conceptions and of practices. Thus, this article seeks to understand how continuing education favor the overcoming of strategic teaching action for a communicative action in teaching practice in order to reflect on their teaching professionality. The methodology is based on the concepts of collaborative research, developed from reflective sessions and from semi-structured interviews with technical teachers about their teaching activities and their professionality. As a result, for these technicians to have more identification with teaching, the importance of training processes in the school space is pointed out, that arise from their own local educational realities, in a dialogical and engaged way and contribute to the redefinition of the teacher's work, in order to enable a collaborative understanding of their educational work and a transmutation in the pedagogical actions of these technical teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objeto de estudio el proceso de formación continua para profesores técnicos en un Centro de Educación Profesional del Semiárido, en el Territorio de Identidad de Sisal, Bahía, enfocada desde una actitud orientada al consenso, a través del sesgo de una racionalidad comunicativa. Este proceso formativo es discutido con interfaces de saberes y prácticas pedagógicas buscando contribuir para el desarrollo de la profesionalidad de este profesor técnico, por medio de la reflexión de conceptos y de prácticas pedagógicas. Así, este artículo busca comprender cómo la formación continua permite la superación de la actuación estratégica docente para una acción comunicativa en la práctica de enseñanza para reflexionar sobre su profesionalidad docente. La metodología se basa en los conceptos de la investigación colaborativa, desarrollada a partir de sesiones reflexivas y de entrevistas medio-estructuradas con profesores técnicos sobre su hacer docente y su profesionalidad. Como resultado, para que estos técnicos tengan una mayor identificación con la docencia, se apunta para la importancia de procesos formativos en el espacio escolar, que surjan de las propias realidades educativas locales, de forma dialógica y engajada y contribuyan para la resignificación del trabajo del profesor, en el sentido de posibilitar una comprensión colaborativa de su hacer educacional y una transmutación en las acciones pedagógicas de estos profesores técnicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Racionalidade Comunicativa]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalidade Docente]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Communicative Rationality]]></kwd>
<kwd lng="en"><![CDATA[Professional Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching professionality]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Racionalidad Comunicativa]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Profesionalidad Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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