<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000300208</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n54.17351</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICA E FORMAÇÃO CONTINUADA DE EDUCADORES: UM OLHAR PARA A DOCÊNCIA UNIVERSITÁRIA A PARTIR DA DECOLONIALIDADE DA EDUCAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[POLICIES AND CONTINUING TEACHER EDUCATION: A LOOK AT UNIVERSITY TEACHING FROM THE DECOLONIALITY OF EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benzaquen]]></surname>
<given-names><![CDATA[Júlia Figueredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[Bruna Tarcilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro Acadêmico do Agreste ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<numero>54</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000300208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Oartigo objetiva analisar a percepção de docentes universitários sobre práticas de formação continuada de professores da educação básica. Refletindo a respeito das suas ações enquanto formadores nesses cursos, os docentes do ensino superior revelam que os cursos de formação de professores da educação básica são espaços privilegiados para se pensar formas de decolonizar o ensino. Realizamos entrevistas com coordenadores(as) de curso e formadores(as) universitários(as) que atuaram em cursos de especialização ofertados pela Rede Nacional de Formação Inicial e Continuada de Profissionais da Educação Básica (RENAFORM), em 2014, na Universidade Federal Rural de Pernambuco (UFRPE), no Brasil. As políticas e propostas dos cursos eram de uma formação decolonial, no sentido que visavam à valorização de outros saberes, bem como dos sujeitos do campo, indígenas, negros, crianças, etc. As conclusões são que há limites no processo de implementação da referida política e fica claro que não basta um currículo decolonial, é preciso também uma prática. A universidade se enriquece com a possibilidade de compreender as demandas do chão da escola, bem como os professores do ensino básico são estimulados a prosseguirem no aprimoramento da sua formação, a nível de pós-graduação. Essa troca favorece a decolonialidade, constituindo-se em processo de construção que prevê redefinições, tanto na configuração da profissionalidade docente como na produção do conhecimento nos cursos de formação continuada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to analyze the perception of university professors about continuing education practices of basic education teachers. Reflecting on their actions as trainers in these courses, professors reveal that basic education teacher training courses are privileged spaces for thinking about ways to decolonize teaching. We conducted interviews with course coordinators and university trainers who worked in specialization courses offered by the National Network of Initial and Continuing Education of School Professionals (RENAFORM), in 2014, at the Federal Rural University of Pernambuco (UFRPE) in Brazil. The courses&#8217; policies and proposals were of a decolonial education, in the sense that they aimed at valuing other knowledges, as well as other subjects such as rural, indigenous and black people, children, etc. The conclusions are that there are limits to the process of implementing this policy and it is clear that a decolonial curriculum is not enough, a practice is also necessary. The university is enriched by the possibility of understanding the demands of the school, while school teachers are encouraged to continue to improve their postgraduate education. This exchange favors decoloniality, which is a construction process that foresees redefinitions both in the configuration of teaching professionalism and in the production of knowledge in continuing education courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Decolonialidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada.]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality of education]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Continuing education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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