<?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>S1983-17302022000100103</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Investigação colaborativa e o processo de formação de redes de conhecimento]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación colaborativa y proceso de formación de redes de conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative research and the process of forming knowledge networks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Solange Martins Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Tiago Zanquêta de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argüello]]></surname>
<given-names><![CDATA[Susana Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Uberaba Programa de Pós-Graduação em Educação (mestrado e doutorado) e do Programa de Mestrado Profissional em Educação: formação docente para a Educação Básica ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Jujuy Facultad de Humanidades y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo tem por tema as experiências da investigação colaborativa na consolidação de redes de conhecimento, a partir da experiência da Redecentro - Rede de Pesquisadores sobre o Professor da Região Centro-Oeste, Brasil. Tem por objetivo contribuir com o debate acerca da presença de obstáculos epistemológicos que interferem nos processos de metacognição e vigilância epistemológica, comprometendo a qualidade social da produção do conhecimento. Inspirados na sistematização de experiências, estruturamos o artigo em torno de duas categorias centrais: 1. a investigação colaborativa e em rede, especialmente no contexto da Redecentro; e 2. o processo formativo de pesquisadores(as), com foco em princípios orientadores da metacognição e da vigilância epistemológica. Concluímos que a convivência coletiva e colaborativa consolida um espaço aberto e sensível à socialização de dúvidas e experiências, além de influenciar o sentido colaborativo-crítico na realização das investigações com mais segurança e autonomia, fortalecendo processos emancipatórios e humanizadores, para além das redes de pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene como tema las experiencias de investigación colaborativa en la consolidación de redes de conocimiento, a partir de la experiencia de Redecentro - Red de Investigadores del Docente de la Región Medio Oeste, Brasil. Tiene como objetivo contribuir al debate sobre la presencia de obstáculos epistemológicos que interfieren en los procesos de metacognición y vigilancia epistemológica, comprometiendo la calidad social de la producción de conocimiento. Inspirándonos en la sistematización de experiencias, estructuramos el artículo en torno a dos categorías centrales: 1. Investigación colaborativa y en red, especialmente en el contexto de Redecentro; y 2. el proceso de formación de investigadores, con un enfoque en los principios rectores de la metacognición y la vigilancia epistemológica. Concluimos que la convivencia colectiva y colaborativa consolida un espacio abierto y sensible a la socialización de dudas y experiencias, además de incidir en el sentido colaborativo-crítico en realizar investigaciones con más seguridad y autonomía, fortaleciendo procesos emancipadores y humanizadores, además de las redes de investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article is based on the experiences of collaborative research in the consolidation of knowledge networks, based on the experience of the Redecentro - Network of Researchers on Teachers in Brazil&#8217;s Midwestern Region. It aims to contribute to the debate about the presence of epistemological obstacles that interfere in the processes of metacognition and epistemological surveillance, compromising the social quality of knowledge production. Inspired by the systematization of experiences, we structured the article around two central categories: 1. collaborative and network research, especially in the context of the Redecentro; and 2. the training process of researchers, with focus on the guiding principles of metacognition and epistemological surveillance. We conclude that the collective and collaborative coexistence consolidates a space that is both open and sensitive to the socialization of questions and experiences, in addition to influencing the collaborative-critical sense in carrying out research with more security and autonomy, and thus strengthening emancipatory and humanizing processes, in addition to research networks.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Investigação Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Redes de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Vigilância Epistemológica]]></kwd>
<kwd lng="es"><![CDATA[Investigación colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Redes de conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Vigilancia epistemológica]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Networks]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Epistemological surveillance]]></kwd>
</kwd-group>
</article-meta>
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