<?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>S1981-81062024000100134</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17826</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pessoalidade no desenvolvimento profissional docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The personality in professional teaching development]]></article-title>
<article-title xml:lang="es"><![CDATA[La personalidad en el desarrollo profesional docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Fabio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintaneiro]]></surname>
<given-names><![CDATA[Wellerson]]></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[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca  ]]></institution>
<addr-line><![CDATA[Nova Iguaçu Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho, procuramos refletir sobre a docência, em uma relação que intitulamos de ser-docente, estruturada a partir de discussões teóricas que articulam produção de subjetividade e identidade profissional, dissertando a respeito da pessoalidade na docência e incluindo as dimensões coletiva/social e política. Com o termo ser-docente, argumentamos a respeito da pessoalidade na docência e suas potências analíticas do cuidado, das conexões interpessoais e da investigação como postura para inferir sobre o desenvolvimento profissional docente, na concepção de uma integração recíproca entre percepções e agenciamentos. Reafirmamos a impossibilidade da neutralidade no ato de educar e da dissociação entre sujeito e docente. Destacamos, ainda, que as experiências pessoais, quando são sustentadas na premissa da justiça social pela/na educação, produzem uma dimensão política de atuação docente como potência do desenvolvimento profissional. Concluímos apontando, a partir de elementos empíricos, um espaço analítico possível demarcado por três eixos indissociáveis, denominados &#8220;identificação&#8221;, &#8220;sentidos de pertencimento&#8221; e &#8220;atitudes investigativas&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work, we seek to reflect on teaching in a relationship that we call being-teacher, structured from an essay on theoretical reflections that articulate the production of subjectivity and professional identity, lecturing about personality in teaching, including collective/social and political dimensions. With the term being-a-teacher we argue about personality in teaching and its analytical powers of care, interpersonal connections and research as a teaching posture to infer about the teaching professional development, in the conception of a reciprocal integration between perceptions and agency. Reaffirming the impossibility of neutrality in the act of educating and of dissociating subject and teacher, understanding that personal experiences produce a political dimension of teaching action as a power of professional development when they are sustained in the premise of social justice by/in education, we point out an analytical space possible, from empirical elements, demarcating three axes called: identification, senses of belonging and investigative attitudes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo buscamos reflexionar sobre la docencia en una relación que denominamos ser-docente, estructurada a partir de un ensayo de reflexiones teóricas que articulan la producción de subjetividad e identidad profesional, disertando sobre la personalidad en la docencia, incluyendo las dimensiones colectiva/social y política. Con el término ser-docente argumentamos sobre la personalidad en la docencia y sus poderes analíticos de cuidado, vinculación interpersonal e investigación como postura docente para inferir sobre el desarrollo profesional docente, en la concepción de una integración recíproca entre percepciones y agencia. Reafirmando la imposibilidad de la neutralidad en el acto de educar y de la desvinculación de sujeto y docente, entendiendo que las experiencias personales producen una dimensión política de la acción docente como potencia de desarrollo profesional cuando se sustentan en la premisa de la justicia social por/en la educación, señalamos un espacio analítico posible, a partir de elementos empíricos, demarcando tres ejes denominados: identificación, sentidos de pertenencia y actitudes investigativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pessoalidade na Docência]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional Docente]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="en"><![CDATA[Personality in Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Teaching Identity]]></kwd>
<kwd lng="es"><![CDATA[La personalidad en la Docencia]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional Docente]]></kwd>
<kwd lng="es"><![CDATA[Identidad Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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