<?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>S1981-416x2024000301192</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores em perspectiva colaborativa: uma investigação sobre grupos de pesquisa brasileiros]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher education from a Collaborative Perspective: An Investigation on Brazilian Research Groups]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores en perspectiva colaborativa: una investigación sobre grupos de investigación brasileños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toledo]]></surname>
<given-names><![CDATA[Monica dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcellos]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1192</fpage>
<lpage>1215</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301192&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301192&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301192&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta informações provenientes de uma pesquisa de doutorado em fase de conclusão, realizada em um Programa de Pós-Graduação em Educação no Sudeste do Brasil. A pesquisa, baseada em dados do Diretório de Grupos de Pesquisa do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), identifica grupos brasileiros que atuam na formação de professores e se apresentam como colaborativos. Para a discussão, são mobilizados os conceitos de formação de professores, colaboração e relações entre universidade e escola básica. O percurso metodológico permitiu mapear a crescente presença desses grupos nas cinco regiões brasileiras e identificar o seu perfil colaborativo. Além disso, possibilitou analisar alguns sentidos de colaboração que esses grupos expressam: colaboração como metodologia de pesquisa; colaboração como dinâmica de trabalho do grupo; colaboração como relação de parceria com a escola básica; colaboração como metodologia de formação de professores. Sem a pretensão de esgotar a temática, buscou-se contribuir para a expansão e o aprofundamento do debate sobre grupos colaborativos no Brasil, bem como incitar a realização de novas investigações que favoreçam a consolidação desses grupos e a formulação de propostas de formação de professores que rompam com modelos baseados no individualismo, no isolamento, na descontextualização e na fragmentação dos saberes docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents information from a doctoral research study nearing completion, conducted in a Graduate Program in Education in Southeast Brazil. The research, based on data from the Directory of Research Groups of the National Council for Scientific and Technological Development (CNPq), identifies Brazilian groups working in teacher education that present themselves as collaborative. For the discussion, the concepts of teacher education, collaboration, and the relationship between universities and basic education schools are employed. The methodological approach allowed mapping the growing presence of these groups in the five Brazilian regions and identifying their collaborative profile. Additionally, it enabled the analysis of some meanings of collaboration that these groups express: collaboration as a research methodology, collaboration as the group's work dynamic, collaboration as a partnership with basic education schools, and collaboration as a teacher education methodology. Without intending to exhaust the topic, the aim was to contribute to the expansion and deepening of the debate on collaborative groups in Brazil and to encourage new investigations that promote the consolidation of these groups and the formulation of teacher education proposals that break away from models based on individualism, isolation, decontextualization, and fragmentation of teaching knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta información proveniente de una investigación doctoral en fase de conclusión, realizada en un Programa de Posgrado en Educación en el Sudeste de Brasil. La investigación, basada en datos del Directorio de Grupos de Investigación del Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq), identifica grupos brasileños que actúan en la formación de profesores y se presentan como colaborativos. Para la discusión, se movilizan los conceptos de formación de profesores, colaboración y relaciones entre universidad y escuela básica. El enfoque metodológico permitió mapear la creciente presencia de estos grupos en las cinco regiones brasileñas e identificar su perfil colaborativo. Además, permitió analizar algunos sentidos de colaboración que estos grupos expresan: colaboración como metodología de investigación; colaboración como dinámica de trabajo del grupo; colaboración como relación de asociación con la escuela básica; colaboración como metodología de formación de profesores. Sin la pretensión de agotar el tema, se buscó contribuir a la expansión y profundización del debate sobre los grupos colaborativos en Brasil, así como incitar la realización de nuevas investigaciones que favorezcan la consolidación de estos grupos y la formulación de propuestas de formación de profesores que rompan con modelos basados en el individualismo, el aislamiento, la descontextualización y la fragmentación de los saberes docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Grupos colaborativos.]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Collaboration]]></kwd>
<kwd lng="en"><![CDATA[Collaborative perspective]]></kwd>
<kwd lng="en"><![CDATA[Collaborative groups.]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Colaboración]]></kwd>
<kwd lng="es"><![CDATA[Perspectiva colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Grupos colaborativos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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