<?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>S1981-416x2021000401716</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção de saberes no desenvolvimento profissional docente: narrativas de professores do IFPI]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of knowledge in teacher professional development: narratives of IFPI teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[La construcción del conocimiento en el desarrollo profesional docente: narrativas de los profesores del IFPI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Edileusa de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Divina Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Guilherme Mendes Tomaz dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></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>1716</fpage>
<lpage>1738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401716&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401716&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401716&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho é parte de uma pesquisa concluída no Mestrado em Educação, tendo como objetivo compreender como se constroem os saberes docentes mobilizados na prática docente pelo professor de Educação Profissional e Tecnológica (EPT) no Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI). Trata-se de uma pesquisa de abordagem qualitativa, com adoção do método autobiográfico, utilizando-se de narrativas autobiográficas profissionais como técnica de produção de dados. Como campo empírico da pesquisa, delimitou-se o IFPI; e, como participantes, professores bacharéis e tecnólogos. Nessa perspectiva, empregaram-se como instrumentos de produção de dados quatro rodas de conversa e entrevista narrativa. O tratamento dos dados deu-se por meio da técnica de análise de conteúdo, na perspectiva de Bardin (2016), com o auxílio técnico do software IRAMUTEQ. O estudo revelou que a principal ferramenta de construção dos saberes docentes ao longo da carreira dos professores bacharéis e tecnólogos da EPT é a experiência durante a prática docente. Os saberes docentes, com exceção dos saberes disciplinares, são construídos ao longo do desenvolvimento profissional docente, partindo, inicialmente, da concepção prévia sobre o que é ser professor, avançando para o aprendizado a partir da prática docente, assim como por meio das interações com os professores mais experientes e do contato com os alunos durante o processo educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work is part of a research completed in the Master in Education, with the objective to understand how to build the teacher&#8217;s knowledge mobilized in teaching practice by the teacher of Professional and Technological Education (EPT) at the Federal Institute of Education, Science and Technology of the Piauí (IFPI). This is a research with a qualitative approach, with the adoption of the autobiographical method, using professional autobiographical narratives as a data production technique. As an empirical field of research, the IFPI was defined, and as participants, professors with bachelor&#8217;s degree and technologists. In this perspective, four rounds of conversation and narrative interview were used as data production instruments. The data were processed using the content analysis technique, from the perspective of Bardin (2016), with the technical assistance of the IRAMUTEQ software. The study revealed that the main tool for the construction of teaching knowledge throughout the career of bachelor teachers and technologists at EPT is experience during teaching practice. Teaching knowledge, with the exception of disciplinary knowledge, is constructed throughout the professional development of teaching, starting, initially, from the previous conception of what it means to be a teacher, advancing to learning from teaching practice, as well as through interactions with the most experienced teachers and the contact with students during the educational process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo es parte de una investigación realizada en la Maestría en Educación, con el objetivo de comprender cómo construir el conocimiento docente movilizado en la práctica docente por el docente de Educación Profesional y Tecnológica (EPT) del Instituto Federal de Educación, Ciencia y Tecnología de Piauí (IFPI). Se trata de una investigación con enfoque cualitativo, con la adopción del método autobiográfico, utilizando narrativas autobiográficas profesionales como técnica de producción de datos. Como campo empírico de investigación se eligió el IFPI, y como participantes, profesores de licenciatura y tecnólogos. En esta perspectiva, se utilizaron cuatro rondas de conversación y entrevista narrativa como instrumentos de producción de datos. Los datos fueron procesados &#8203;&#8203;mediante la técnica de análisis de contenido, desde la perspectiva de Bardin (2016), con la asistencia técnica del software IRAMUTEQ. El estudio reveló que la principal herramienta para la construcción del conocimiento docente a lo largo de la carrera de los docentes y tecnólogos de la EPT es la experiencia durante la práctica docente. El conocimiento docente, con excepción del conocimiento disciplinar, se construye a lo largo del desarrollo profesional del docente, partiendo, inicialmente, de la concepción previa de lo que significa ser docente, avanzando hacia el aprendizaje desde la práctica docente, así como a través de interacciones con el profesorado los profesores más experimentados y el contacto con los alumnos durante el proceso educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional e Tecnológica]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Professional and Technological Education]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento docente]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional y Tecnológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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