<?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>S1983-17302022000100105</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-5</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos em rede sobre os princípios da formação docente na contemporaneidade: uma análise da realidade na UP/Moçambique]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios en red sobre los principios de la formación docente contemporánea: un análisis de las influencias en la formación docente en UP / Mozambique]]></article-title>
<article-title xml:lang="en"><![CDATA[Network studies on the principles of contemporary teacher education: an analysis of the reality in UP/Mozambique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buque]]></surname>
<given-names><![CDATA[Suzete Lourenço]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Pedagógica Departamento de Geografia ]]></institution>
<addr-line><![CDATA[Maputo ]]></addr-line>
<country>Moçambique</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=S1983-17302022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo analisar os princípios gerais que orientam a formação de professores na fase contemporânea. Buscamos refletir sobre o como eles permeiam a formação de professores, buscando identificar e compreender se há aproximações com os princípios que orientam a formação de professores na Universidade Pedagógica de Moçambique (UP). A reflexão baseou-se na pesquisa documental e na experiência pessoal, como docente da mesma instituição. A leitura de documentos orientadores aponta para a existência de aproximações, mas também divergências. O desafio está na correta interpretação e na criação de um contexto que favoreça a aplicação dos princípios comuns, sobretudo no que se refere a concepção de educação que cada professor formador defende.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo analizar los principios generales que orientan la formación del profesorado en la fase contemporánea. Buscamos reflexionar sobre cómo permean la formación del profesorado, buscando identificar y comprender si existen enfoques con los principios que orientan la formación del profesorado en la Universidad Pedagógica de Mozambique (UP). La reflexión se basó en la investigación documental y la experiencia personal como docente de la misma institución. La lectura de documentos de orientación apunta a la existencia de similitudes, pero también divergencias. El desafío radica en la correcta interpretación y creación de un contexto que favorezca la aplicación de principios comunes, especialmente en lo que respecta al concepto de educación que defiende cada formador de docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on the general principles that guide the training of teachers in the contemporary phase. We intend to reflect on how they permeate teacher education, seeking to identify if there are approaches with the principles that guide teacher education at the Pedagogical University of Mozambique (UP, acronym in Portuguese). The reflection was based on documentary research and personal experience as a professor at the same institution. Reading guiding documents points to the existence of similarities, but also divergences. The challenge lies in the correct interpretation and creation of a context that favours the application of common principles, especially concerning the conception of education that each teacher trainer defends.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos em rede]]></kwd>
<kwd lng="pt"><![CDATA[Princípios da formação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Estudios de redes]]></kwd>
<kwd lng="es"><![CDATA[Principios de formación]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Network studies]]></kwd>
<kwd lng="en"><![CDATA[Training principles]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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