<?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>S1981-416x2024000100027</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.080.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Menga Lüdke e a pesquisa na formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Menga Lüdke and research in teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Menga Lüdke y la investigación en la formación del profesorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fontana]]></surname>
<given-names><![CDATA[Maria Iolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Internacional, Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tuiuti do Paraná, Universidade Tuiuti do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>80</numero>
<fpage>27</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000100027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A questão que orienta o estudo apresentado considera as contribuições de pesquisadoras brasileiras no campo da formação de professores para uma possível composição da teoria nesse campo. O artigo focaliza as pesquisas e proposições de Menga Lüdke, precursora na defesa da prática de pesquisa no processo de formação docente para o desenvolvimento e profissionalização dos professores da educação básica. A metodologia do estudo, de abordagem qualitativa, recorre à perspectiva da história de vida, considerando dados biográficos e produção acadêmica de Lüdke, em que o currículo Lattes constituiu o ponto de partida e foi complementado por entrevista. As reflexões realizadas indicam o intenso envolvimento de Lüdke com a produção de referenciais relativos à socialização docente, valorizando a pesquisa realizada por professores da educação básica sobre suas práticas. A abrangência dos estudos de Lüdke sobre o professor e a pesquisa, no campo da formação de professores, ressaltam as investigações a respeito do cotidiano das escolas e o entendimento de que os professores contribuem para a compreensão da realidade concreta da prática pedagógica. A pesquisa, incorporada ao processo de formação e do trabalho do professor, eleva o estatuto de sua profissionalidade, ao assumir papel ativo frente aos problemas da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The question that guides the following study starts from the contribution of Brazilian researchers in teacher&#8217;s training field to a possible composition of teacher training theory. The paper focuses on Menga Lüdke&#8217;s propositions contributions aiming to reflect on the practice of research in the teacher training process, as well as defending it in the professionalization of basic education teachers. With a qualitative approach, the methodology uses the life history perspective, considering biographical data and Lüdke&#8217;s academic production. The Lattes curriculum was the starting point, complemented by interviews. The results indicate Lüdke&#8217;s intense commitment with the production of references relating to teacher socialization, valuing the engagement of basic education teachers in research. Lüdke&#8217;s studies scope on teachers and research, in the teacher training field, highlights the need for research into everyday school life and the understanding that teachers can produce theory about the concrete problems of school reality. When research is incorporated into the teacher training and work process, it raises the status of the teacher&#8217;s professionalism by taking an active role in tackling educational problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pregunta que orienta el siguiente estudio parte de la contribución de investigadores brasileños en el campo de la formación docente a una posible composición de la teoría de la formación docente. El artículo se centra en los aportes de las propuestas de Menga Lüdke con el objetivo de reflexionar sobre la práctica de la investigación en el proceso de formación docente, así como defenderla en la profesionalización de los docentes de educación básica. Con un enfoque cualitativo, la metodología utiliza la perspectiva de historia de vida, considerando datos biográficos y la producción académica de Lüdke. El plan de estudios de Lattes fue el punto de partida, complementado con entrevistas. Los resultados indican el intenso compromiso de Lüdke con la producción de referentes relacionados con la socialización docente, valorando el compromiso de los docentes de educación básica en la investigación. El alcance de los estudios de Lüdke sobre docentes y la investigación en el campo de la formación docente resalta la necesidad de investigar la vida escolar cotidiana y la comprensión de que los docentes pueden producir teoría sobre los problemas concretos de la realidad escolar. Cuando la investigación se incorpora al proceso de formación y trabajo docente, eleva el estatus de la profesionalidad del docente al asumir un papel activo en el abordaje de los problemas educativos..]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa na formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Estudos biográficos]]></kwd>
<kwd lng="pt"><![CDATA[Menga Lüdke]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalização docente]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa no trabalho do professor.]]></kwd>
<kwd lng="en"><![CDATA[Research in teacher training]]></kwd>
<kwd lng="en"><![CDATA[Biographical studies]]></kwd>
<kwd lng="en"><![CDATA[Menga Lüdke]]></kwd>
<kwd lng="en"><![CDATA[Teacher professionalization]]></kwd>
<kwd lng="en"><![CDATA[Research into teachers&#8217;]]></kwd>
<kwd lng="en"><![CDATA[work.]]></kwd>
<kwd lng="es"><![CDATA[Investigación en formación docente]]></kwd>
<kwd lng="es"><![CDATA[Estudios biográficos]]></kwd>
<kwd lng="es"><![CDATA[Menga Lüdke]]></kwd>
<kwd lng="es"><![CDATA[Profesionalización docente]]></kwd>
<kwd lng="es"><![CDATA[Investigación sobre el trabajo de los docentes.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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