<?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>S1981-81062022000100312</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16548</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professoras em formação: uma abordagem bakhtiniana]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers in formation: a bakhtinian approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Profesoras en formación: un enfoque bakhtiniano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Liliane Corrêa Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Marisol Barenco de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ato responsável, proposição bakhtiniana para pensar uma outra ética, em confronto com a hegemônica, que tem base no dever abstrato, é o lugar central da vida, onde um centro de valor humano, ou seja, um humano eticamente posicionado, inclui em si necessariamente um outro. Essa ética, construída a partir de um olhar enviesado para arte, busca uma imagem de humano que não é una e última, mas ideológica, repleta de valores contraditórios, em disputa permanente, aberta, propensa ao futuro e tensamente transformadora das condições concretas que, no presente, configuram a vida. Bakhtin realizou estudo que buscou, na literatura, imagens que afigurassem abertura, inacabamento e dialogicidade no humano e no mundo. Nos romances de educação, ele encontrou sentidos axiológicos sobre formação, e os analisou nos aspectos do tempo, espaço e valor. Em pesquisa realizada no ano de 2019, durante a realização do curso de extensão FormAção em diálogo &#8211; pedagogias críticas a partir das práticas, organizado pelo grupo de Estudos Bakhtinianos ATOS-UFF, dialogamos com professoras e professores da educação básica sobre os sentidos filosóficos da formação e como as palavras que a designam revelam as forças ideológicas em disputa. Neste artigo, aproximamos os aportes do Círculo bakhtiniano da formação humana e da formação inicial da professora dos anos iniciais da educação básica, e trazemos uma proposta filosófica que pretende alargar as bases em que as práticas formativas são construídas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The responsible act, a Bakhtinian proposition to think about another ethics, in confrontation with the hegemonic one, which is based on abstract duty, is the central place of life, where a center of human value, that is, an ethically positioned human, includes necessarily others. This ethics, built from a biased look at art, seeks an image of the human that is not one and only, but ideological, full of contradictory values, in permanent, open dispute, prone to the future and tensely transforming the concrete conditions that, in the present, life is configured. Bakhtin carried out a study that sought where, in literature, images of the human and in its world appear as openness, incompleteness and dialogical. In education novels he found axiological meanings about formation, and analyzed them in terms of time, space, and value. In this article we approach the contributions of the Bakhtinian Circle to human formation and the formation of the teacher of the initial years of basic education, and we bring a philosophical proposal that intends to broaden the bases on which the formative practices are built.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acto responsable, propuesta bakhtiniana para pensar otra ética, en confrontación con la hegemónica, que se fundamenta en el deber abstracto, es el lugar central de la vida, donde un centro de valor humano, es decir, un ser humano éticamente posicionado, incluye en sí necesariamente otros. Esta ética, construida desde una mirada sesgada del arte, busca una imagen de lo humano no única, sino ideológica, llena de valores contradictorios, en permanente disputa, abierta, propensa al futuro y tensamente transformadora de las condiciones concretas em que, en el presente, se configura la vida. Bakhtin realizó un estudio que buscaba dónde, en la literatura, las imágenes aparecen como apertura, incompletud y dialogicidad en lo humano y en el mundo. En las novelas de educación encontró significados axiológicos sobre la formación, y los analizó en cuanto a sus aspectos de tiempo, espacio y valor. En este artículo abordamos los aportes del Círculo Baktiniano a la formación humana y la formación inicial del docente de los primeros años de la educación básica y traemos una propuesta filosófica que pretende ampliar las bases sobre las cuales se construyen las prácticas formativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professoras]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Estudos bakhtinianos]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Language]]></kwd>
<kwd lng="en"><![CDATA[Bakhtinian Studies]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Filosofía del Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Estudios Baktinianos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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