<?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>S1982-03052024000300396</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.78480</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EFETIVO EXERCÍCIO NA EDUCAÇÃO BÁSICA E O PROUNI: a (re)construção de uma docente]]></article-title>
<article-title xml:lang="en"><![CDATA[WORK PLACEMENT IN BASIC EDUCATION AND PROUNI: (re)building of a teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[EJERCICIO EFECTIVO EN EDUCACIÓN BÁSICA Y PROUNI: la (re)construcción de un docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nalin]]></surname>
<given-names><![CDATA[Jaime Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Felicetti]]></surname>
<given-names><![CDATA[Vera Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robayo]]></surname>
<given-names><![CDATA[Adriana del Rosário Pineda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Planalto Catarinense e Universidade Católica de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Católica de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Atlantico  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colômbia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>78</numero>
<fpage>396</fpage>
<lpage>411</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000300396&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000300396&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000300396&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de um processo investigativo voltado à análise das percepções sobre a (re)construção docente de uma professora egressa do ProUni do curso de licenciatura em letras, que, durante a graduação, esteve em efetivo exercício na educação básica da rede pública. A partir de uma análise quantitativa, chegou-se até a egressa a ser entrevistada. Da abordagem qualitativa compreensiva e hermenêutica, apoiada na análise textual discursiva, de Moraes e Galiazzi (2016), evidenciou-se que os processos reflexivos, concomitantes com a formação acadêmica, facilitam a fusão efetiva entre o financiamento à formação e o fazer e ser docente. Tais evidências mostram a importância de políticas e investimentos públicos na formação do professor da educação básica, colocando em cena a necessidade de o professor em exercício refletir a sua prática, fortalecendo, assim, os elos entre a teoria e o experienciado no contexto da sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of an investigative process aimed at analyzing perceptions on teacher (re)building by a teacher who graduated from the ProUni teaching degree program in letters who, during their bachelor's degree, was actively working in the public Basic Education system. Following a quantitative analysis, an interview was carried out with the graduate. Using a comprehensive and hermeneutic qualitative approach, based on textual discourse analysis, by Moraes and Galiazzi (2016), we found that reflective processes, together with academic training, facilitate an effective combination between funding education and working as a teacher. This evidence shows the importance of public policies and investments in the training of basic education teachers, highlighting the need for the in-service teacher to reflect on their practice, thus strengthening the links between theory and what is experienced in the classroom context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de un proceso investigativo centrado en el análisis de las percepciones sobre la reconfiguración de la acción pedagógica de una profesora de educación básica, que desempeña su labor en una institución oficial de Brasil, a partir de su egreso de un programa universitario de licenciatura en letras, al que logro acceder a través de una beca ProUni. Desde un abordaje cualitativo comprensivo y hermenéutico apoyado en el análisis textual discursivo de Moraes y Galiazzi (2016), se evidencia que los procesos reflexivos concomitantes con la formación académica del docente son considerados productos de la interacción efectiva entre el financiamiento, la formación y el quehacer del docente. Los resultados demuestran la importancia y el aporte fundamental de las políticas de inversión del estado en la formación del docente de educación básica, al propiciar una constante reflexión de la práctica y en la práctica además de la necesaria transferencia entre la teoría y lo que ocurre en la realidad del contexto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ProUni]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[egresso]]></kwd>
<kwd lng="en"><![CDATA[ProUni]]></kwd>
<kwd lng="en"><![CDATA[initial training]]></kwd>
<kwd lng="en"><![CDATA[graduate]]></kwd>
<kwd lng="es"><![CDATA[ProUni]]></kwd>
<kwd lng="es"><![CDATA[formación inicial]]></kwd>
<kwd lng="es"><![CDATA[egresado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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