<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062017000200347</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p347-368</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A creche como espaço de aprendizagem de professoras da educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[The creche as a place for the teaching of teachers in children education]]></article-title>
<article-title xml:lang="es"><![CDATA[La guardería como espacio de aprendizaje de profesoras de la educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Onofre]]></surname>
<given-names><![CDATA[Márcia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomazzetti]]></surname>
<given-names><![CDATA[Cleonice Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Andressa de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>55</numero>
<fpage>347</fpage>
<lpage>368</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O objetivo dessa pesquisa foi o de analisar os reflexos de um Projeto de Extens&#227;o da UFSCar voltado para processos formativos e de constru&#231;&#227;o e ressignifica&#231;&#227;o da identidade das docentes da educa&#231;&#227;o infantil de uma CEMEI da SME de S&#227;o Carlos, visando contribuir para o entendimento da escola como l&#243;cus de forma&#231;&#227;o continuada, de compartilhamento de experi&#234;ncias, saberes e pr&#225;ticas. A pesquisa de abordagem qualitativa foi realizada por meio de question&#225;rios com 6 (seis) professoras que participaram 1 (um) ano ou mais tempo do Projeto de Extens&#227;o entre os anos de 2013 e 2014. Os dados foram organizados visando &#224; an&#225;lise das respostas, por meio de 4 (quatro) categorias: perfil das professoras participantes da pesquisa; vis&#227;o das professoras sobre a profiss&#227;o; o trabalho na educa&#231;&#227;o infantil e a forma&#231;&#227;o docente; reflexos do Projeto no processo de constru&#231;&#227;o e ressignifica&#231;&#227;o da identidade docente. Os resultados apresentados trazem indica&#231;&#245;es de que a forma&#231;&#227;o continuada &#233; um espa&#231;o de aprendizagem essencial para a constru&#231;&#227;o e ressignifica&#231;&#227;o da identidade docente, bem como um espa&#231;o que possibilita uma maior visibilidade do professor enquanto profissional, caminhando no sentindo de suprir a aus&#234;ncia de valoriza&#231;&#227;o e reconhecimento social destinado aos professores, principalmente aqueles que atuam na educa&#231;&#227;o infantil. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The objective of this research was to analyze the reflections from participants of an extension project of UFSCar related to the signification and re-signification of teacher identity process. This study was developed in the perspective of contribution from the school as a locus of continuing training, experience sharing, knowledge and practices. Qualitative approach was used in the study. Data were collected during Extension Project in 2013 and 2014, and they were organized from four categories: profile of the teachers participating in the research; vision of the teachers about the profession; work in early childhood education and teacher training; reflections during the process of ressignification of the teacher/teaching identity. Results indicated that continuing education is an essential learning space for the construction of teacher identity ressignification, as well as allows a greater visibility of the teacher as a professional, and social recognition for teachers, especially those working in early childhood education. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El prop&#243;sito de este estudio fue analizar los impactos de un proyecto de extensi&#243;n de la UFSCar, dirigido al proceso de construcci&#243;n y redefinici&#243;n de la identidad de los maestros de educaci&#243;n infantil en un CEMEI de la SME de S&#227;o Carlos, con el objetivo de contribuir a la comprensi&#243;n de la escuela como un lugar geom&#233;trico de la capacitaci&#243;n continua y del intercambio de experiencias, conocimientos y pr&#225;cticas. La investigaci&#243;n cualitativa se llev&#243; a cabo a trav&#233;s de cuestionarios con seis (6) profesores que participaron en un (1) a&#241;o o m&#225;s tiempo del Proyecto de Extensi&#243;n entre 2013 y 2014. Los datos se organizaron con vistas al an&#225;lisis de las respuestas a trav&#233;s de cuatro (4) categor&#237;as: Perfil de participantes en la investigaci&#243;n profesores; Visi&#243;n de los maestros acerca de la profesi&#243;n; El trabajo en la educaci&#243;n de la primera infancia y la formaci&#243;n del profesorado; Proyecto Reflex en la construcci&#243;n y redefinici&#243;n de la identidad del proceso de ense&#241;anza. Los resultados presentados aportan indicios de que la educaci&#243;n continua es un espacio de aprendizaje esencial para la construcci&#243;n y redefinici&#243;n de la identidad docente, as&#237; como un espacio que permite una mayor visibilidad del profesor como profesional, caminando en direcci&#243;n a suministrar la falta de aprecio y reconocimiento social para los maestros, especialmente los que trabajan en la educaci&#243;n infantil. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Teacher Identity]]></kwd>
<kwd lng="es"><![CDATA[Educación para la Primera Infancia]]></kwd>
<kwd lng="es"><![CDATA[La Formación del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[La Identidad del Profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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