<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302020000100279</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n1a2020-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores como intelectuais e a construção coletiva de conhecimentos didáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher's as intellectuals and collective production of pedagogical content knowledge]]></article-title>
<article-title xml:lang="es"><![CDATA[Profesores como intelectuales y la construcción colectiva de conocimientos didácticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacievitch]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amanda Gabriela Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>279</fpage>
<lpage>301</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000100279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objeto de estudo deste artigo é a formação continuada de professores de História a partir da produção coletiva de conhecimentos didáticos no Programa Institucional de Bolsa de Iniciação à Docência - Pibid História, com foco no processo de interlocução e produção coletiva desses conhecimentos envolvendo professores experientes e estudantes de licenciatura em formação. A problemática de fundo é como se aprende a ensinar História a partir da concepção de professores como intelectuais transformadores, conforme Henry Giroux. Os resultados auxiliam a demonstrar que o grupo de bolsistas de iniciação à docência e supervisores conseguiu realizar a construção coletiva de conhecimentos didáticos, além de explorar as relações entre perfil profissional e escolhas didáticas realizadas ao longo da pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The object of this study is history teachers&#8217; education departing from the collective production of educational knowledge in the Institutional Program of Teaching Initiation Scholarships - History (Pibid-História), in which the focus of the survey is the process of interlocution and collective production of these knowledge involving experienced teachers and undergraduate history students in training. The background problematic is how to learn history from the concept of teachers as transformative intellectuals, by Henry Giroux. The results allow to demonstrate that the group of teaching initiation scholars and supervisors teachers were able to make the collective construction of educational knowledge, and explore the relationship between professional profile and educational choices made during the survey period.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objeto de estudio de este artículo es la formación continua del profesorado de Historia a partir de la producción colectiva de conocimientos didácticos en el Programa Institucional de Bolsa de Iniciação à Docência - Pibid História, centrándose en el proceso de producción colectiva de esos conocimientos entre profesores expertos y futuros profesores en formación inicial. La problemática de la investigación es cómo se aprende a enseñar Historia a partir de la concepción de profesores como intelectuales transformadores, de acuerdo a Henry Giroux. Los resultados demuestran que el grupo de becarios de iniciación a la docencia y sus supervisores lograron construir conocimientos didácticos de forma colectiva, además de explorar las relaciones entre perfil profesional y tomadas de decisiones didáticas realizadas a lo largo de la investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pibid]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos didáticos]]></kwd>
<kwd lng="pt"><![CDATA[Intelectuais transformadores]]></kwd>
<kwd lng="en"><![CDATA[teacher's education]]></kwd>
<kwd lng="en"><![CDATA[Pibid]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical content knowledge]]></kwd>
<kwd lng="en"><![CDATA[Transformative intellectuals]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesorado]]></kwd>
<kwd lng="es"><![CDATA[Pibid]]></kwd>
<kwd lng="es"><![CDATA[Conocimientos didácticos]]></kwd>
<kwd lng="es"><![CDATA[Intelectuales transformadores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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