<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100265</article-id>
<article-id pub-id-type="doi">10.5902/1984644456899</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gestão coletiva, temporalidades e transversalidades nos processos formativos de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Collective management, temporalities and transversalities in the formative processes of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Cristiane Bremenkamp]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Ueberson Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Ivan Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[André da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berto]]></surname>
<given-names><![CDATA[Rosianny Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo,  ]]></institution>
<addr-line><![CDATA[ Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo, Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo, Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ Espírito Santo]]></addr-line>
<country>Brazil</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>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto narra e problematiza potências e desafios envolvidos na proposição de uma experiência de trabalho coletivo na formação de licenciandos dos cursos de Educação Física e Matemática da Universidade Federal do Espírito Santo (Ufes), durante o segundo semestre de 2019. Parte da prática como componente curricular e do conteúdo jogos e brincadeiras como eixo articulador de um trabalho de mediação pedagógica realizado em escolas públicas e privadas da Grande Vitória/ES, em diferentes níveis de ensino da educação básica. Ao reunir cinco professores que ministravam seis diferentes disciplinas para uma mesma turma, produziu-se a abertura de outras temporalidades (KOHAN, 2018)pela via do manejo do tempo no processo formativo e de transversalidades (GUATTARI, 2004), como busca pela superação da fragmentação dos saberes na formação de professores. Considera que a proposta de ação integrada exigiu de cada um dos participantes disponibilidade, humildade e abertura ao outro. Os participantes construíram, coletivamente, um sentido para a atividade docente como atitude transversal de pesquisa em relação às práticas e teceram redes cooperativas entre distintos campos do conhecimento e disciplinas escolares, entre sujeitos diversos, entre estudantes de Educação Física e de Matemática e entre a universidade e a escola, possibilitando o exercício de ouvir e dialogar, reafirmando e potencializando as diferenças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text narrates and discusses the powers and challenges involved in proposing a collective work experience in the training of undergraduate students in the Physical Education and Mathematics courses at the Federal University of Espírito Santo (Ufes), in the second semester of 2019. Part of the practice as a curricular component and the content of games and play as an articulating axis of pedagogical mediation work carried out in public and private schools in the metropolitan area of Vitória/ES, at different levels of Basic Education. By bringing together five teachers who taught six different subjects for the same class, other temporalities were opened (KOHAN, 2018) through time management in the formative process and transversalities (GUATTARI, 2004),as a search for overcoming the fragmentation of knowledge in teacher education. It is considered that the proposal for integrated action required each participant's availability, humility, and openness to the other. The participants collectively built a sense for the teaching activity as a transversal research attitude concerning practices and weaved cooperative networks among different fields of knowledge and school subjects, among various subjects, between Physical Education and Mathematics students, and between the university and the school, enabling the exercise of listening and dialoguing, reaffirming and enhancing differences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Temporalidades]]></kwd>
<kwd lng="pt"><![CDATA[Mediação pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[Temporalities]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical mediation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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