<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000400297</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.65480</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONSTRUÇÃO DA IDENTIDADE DOCENTE E SUA RELAÇÃO COM A PRÁTICA PEDAGÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONSTRUCTION OF TEACHING IDENTITY AND ITS RELATIONSHIP WITH PEDAGOGICAL PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CONSTRUCCIÓN DE LA IDENTIDAD DOCENTE Y SU RELACIÓN CON LA PRÁCTICA PEDAGÓGICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Aline Santos Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sachinski]]></surname>
<given-names><![CDATA[Gabriele Polato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lúcia Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>297</fpage>
<lpage>309</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando as perspectivas apontadas por pesquisadores como Martins (1998) e Tardif (2014), é possível verificar o quão é necessário e importante considerar a prática docente como um dos pilares da formação dos professores e da compreensão da identidade docente. Ao refletirmos sobre a subjetividade dos educadores, reconhecendo-os como sujeitos do conhecimento, vislumbra-se como são efetivadas e desenvolvidas as práticas de ensino no ambiente escolar, tomando como premissa que a pesquisa sobre o ensino deve levar em conta a voz dos professores sobre suas próprias práticas (delineiam-se pesquisas não sobre o ensino e sobre os professores, mas para o ensino e com os professores). Assim, pode-se repensar as relações entre teoria e prática, indo além da concepção de teoria como guia da prática, concebendo a teoria como expressão da prática. A partir de uma reflexão bibliográfica, com abordagem qualitativa, e sob o olhar interpretativo da hermenêutica, o presente estudo tem como questão norteadora a seguinte problemática: as relações estabelecidas durante a práxis pedagógica estão intrinsicamente ligadas à construção da identidade docente? Como objetivo central, busca-se refletir sobre a construção da identidade docente e sua relação com a prática pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the perspectives pointed out by researchers such as Martins (1998) and Tardif (2014), it is possible to verify how necessary and important it is to consider teaching practice as one of the pillars of teacher training and understanding of teaching identity. When we reflect on the subjectivity of educators, recognizing them as subjects of knowledge, it is possible to see how teaching practices are carried out and developed in the school environment, taking as a premise that research on teaching must take into account the voice of teachers on their own practices (research is outlined not on teaching and on teachers, but for teaching and with teachers). In this way, it is possible to rethink the relationship between theory and practice, going beyond the concept of theory as a guide to practice, conceiving theory as an expression of practice. Based on a bibliographical reflection, with a qualitative approach, and under the interpretative gaze of hermeneutics, the present study has as its guiding question the following problem: are the relationships established during pedagogical praxis intrinsically linked to the construction of teaching identity? The central objective is to reflect on the construction of teaching identity and its relationship with pedagogical practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando las perspectivas señaladas por investigadores como Martins (1998) y Tardif (2014), es posible verificar cuán necesario e importante es considerar la práctica docente como uno de los pilares de la formación docente y de la comprensión de la identidad docente. Cuando reflexionamos sobre la subjetividad de los educadores, reconociéndolos como sujetos de saber, es posible ver cómo se realizan y desarrollan las prácticas docentes en el ámbito escolar, teniendo como premisa que la investigación sobre la enseñanza debe tener en cuenta la voz de los docentes. sobre sus propias prácticas (se plantea la investigación no sobre la enseñanza y sobre los docentes, sino para la enseñanza y con los docentes). De esta forma, se puede repensar la relación entre teoría y práctica, superando el concepto de teoría como guía de la práctica, concibiendo la teoría como expresión de la práctica. A partir de una reflexión bibliográfica, con enfoque cualitativo, y bajo la mirada interpretativa de la hermenéutica, el presente estudio tiene como interrogante orientador el siguiente problema: ¿las relaciones que se establecen durante la praxis pedagógica están intrínsecamente ligadas a la construcción de la identidad docente? El objetivo central es reflexionar sobre la construcción de la identidad docente y su relación con la práctica pedagógica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[formação profissional]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[professional qualification]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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