<?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>S1981-81062025000100133</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s17821</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação do Pesquisador em Ensino: grupos de pesquisa, ações colaborativas e construção da identidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Researcher Training in Education: research groups, collaborative actions and identity construction]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación del Investigador en Enseñanza: grupos de investigación, acciones colaborativas y construcción de identidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amantes]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Viviane Florentino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Ana Paula Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Bahia  ]]></institution>
<addr-line><![CDATA[Camaçari Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresentamos uma discussão sobre a importância da trajetória formativa de pesquisadores da área de Ensino para a condução de pesquisas coerentes e o consequente avanço do campo. Para tanto, nos valemos de nossa experiência enquanto líderes de um grupo de pesquisa e de estudos e discussões de pesquisas já realizadas sobre a temática, incluindo também o campo da Psicologia. Destacamos a intensa demanda formativa desses profissionais, visto que a área apresenta tessituras com outras, além da coexistência de paradigmas de pesquisa distintos. Defendemos o potencial da participação em grupos de pesquisa colaborativos como meio pelo qual possam ser realizadas trocas de experiências e sentimentos, discussões voltadas para o aprofundamento teórico e metodológico, coerência dos designs de pesquisa e ajuste dos procedimentos. Nesse sentido, a vivência dos pós-graduandos em grupos colaborativos favorece processos de enculturação que delineiam a sua identidade como pesquisadores. Consideramos que estudos sobre a trajetória formativa são essenciais para a otimização do percurso acadêmico, o que impacta na qualidade das pesquisas. Elencamos direcionamentos que podem servir para nortear investigações que busquem aprofundar a discussão sobre a formação do pesquisador educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We discuss the importance of educational researchers&#8217; formative trajectory for improving survey validity in the field of Education. For this purpose, we drew on our experience as leaders of a research group as well as on studies and discussions of previous research on the topic, including the field of psychology. We highlight the area's complexity regarding its relationship with other fields and the intense formative demand due to the coexistence of diverse paradigms. Considering the relevance of sharing experience and feelings, and advancing theories and methodologies, we argue in favor of research group participation as one of the most crucial formative actions. Collaboration inside research groups can improve one&#8217;s capacities regarding coherence and survey practice evaluation, in addition, to supporting the researcher's identity construction. We highlight the relevance of academic formative trajectory investigations, mainly to improve the quality of research. This paper proposes recommendations for further discussion and studies about educational research's formative trajectory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Presentamos una discusión sobre la importancia de la trayectoria formativa de los investigadores en el área de la enseñanza para la realización de investigaciones coherentes y el consecuente avance del campo. Para ello, nos basamos en nuestra experiencia como líderes de un grupo de investigación y en estudios y discusiones de investigaciones previas sobre el tema, incluyendo también el campo de la psicología. Destacamos la intensa demanda de formación de estos profesionales, ya que el área presenta tesituras con otras, además de la coexistencia de diferentes paradigmas de investigación. Defendemos el potencial de la participación en grupos de investigación colaborativa para como medio de intercambiar experiencias y sentimientos, debatir sobre la profundización teórica y metodológica, así como sobre la coherencia de los diseños de investigación y ajuste de procedimientos. En ese sentido, la experiencia de los estudiantes de posgrado en grupos colaborativos favorece procesos de enculturación que perfilan su identidad como investigadores. Creemos que estudios sobre la trayectoria educativa son fundamentales para optimizar la evolución académica, lo que repercute en la calidad de las investigaciones. Enumeramos direcciones que pueden servir para orientar investigaciones que busquen profundizar la discusión sobre la formación del investigadore educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação para pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Programas de pós-graduação]]></kwd>
<kwd lng="pt"><![CDATA[Identidade de pesquisador]]></kwd>
<kwd lng="en"><![CDATA[Research training]]></kwd>
<kwd lng="en"><![CDATA[Graduate programs]]></kwd>
<kwd lng="en"><![CDATA[Researcher identity]]></kwd>
<kwd lng="es"><![CDATA[Formación para la investigación]]></kwd>
<kwd lng="es"><![CDATA[Programas de postgrado]]></kwd>
<kwd lng="es"><![CDATA[Identidad de investigador]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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