<?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>S1984-64442023000100203</article-id>
<article-id pub-id-type="doi">10.5902/1984644464750</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Experiências que marcaram a vida e a formação de bons professores de Ciências Biológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences that have impacted the education and lives of good Biological Science Professors]]></article-title>
<article-title xml:lang="es"><![CDATA[Experiencias que han marcado la vida y la formación de un buen profesor de Ciencias Biológicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Leandro Barreto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martines]]></surname>
<given-names><![CDATA[Elizabeth Antonia Leonel de Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Amazonas  ]]></institution>
<addr-line><![CDATA[ Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ Rondônia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na atualidade, muito se tem dito sobre a precariedade do sistema educacional brasileiro e da atuação de seus agentes. No entanto, desconfia-se dessa visão generalizada e por isso busca-se dar voz àqueles professores que desenvolvem, sem alardes, trabalhos docentes considerados relevantes e que podem se tornar inspiradores. O objetivo deste trabalho é conhecer as experiências que marcaram a vida e a formação de professores considerados bons professores pelos seus alunos. Fez-se uso de entrevistas narrativas individuais e da técnica de grupo focal com os três docentes mais citados pelos licenciandos de Ciências Biológicas em questionário aplicado previamente. A análise dos dados foi baseada na dinâmica interpretativa de Jerome Bruner para a construção de significados. Foi possível observar quatro marcas: desenvolvimento da responsabilidade e compromisso consigo e com o outro; experiências diferenciadas na disciplina de estágio supervisionado; relação afetiva com o conteúdo ministrado e porosidade e sensibilidade no encontro com o outro. Assim, recomenda-se atenção com a formação continuada de formadores, bem como, reformulações curriculares na formação inicial de professores que incluam experiências que possibilitem o desenvolvimento dessas marcas e outros saberes, bem como a necessidade de mais pesquisas sobre a formação de bons professores de ciências biológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Nowadays, a lot has been said about the precariousness of the Brazilian educational system and the performance of its agents. However, this generalized visions it&#8217;s suspicious, and for this reason we try to give voice to those professors who develop, without fanfare, teaching works considered relevant and that can become inspiring. The objective of this work is to learn about the experiences that have impacted the education and lives of professors who are considered good by their students. It was used individual narrative interviews and the focus group technique with the three professors most mentioned by Biological Science undergraduates in a previously applied questionnaire. The data analysis was based on Jerome Bruner&#8217;s interpretative dynamics for the construction of meanings. It was possible to observe four characteristics: development of responsibility and commitment to oneself and to others; differentiated experiences in the supervised practice course; affective relationship with the content taught; and openness and sensitivity in encounters with others. Thus, it is recommended attention to the continuing formation of educators, as well as curricular reformulations in initial professors&#8217; education that include experiences that allow the development of these characteristics and other knowledge, as well as the need for more research on the formation of good Biological Science Professors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Hoy en día, mucho se ha dicho sobre la precariedad del sistema educativo brasileño y la actuación de sus agentes. Sin embargo, se desconfía de esta visión generalizada y por eso buscamos dar voz a aquellos profesores que desarrollan, sin alharacas, una labor docente considerada relevante y que puede llegar a ser inspiradora. El objetivo de este trabajo es conocer las experiencias que marcaron la vida y la formación de profesores considerados buenos docentes por sus alumnos. Se hizo uso de entrevistas narrativas individuales y de la técnica de grupo focal con los tres profesores más citados por los estudiantes universitarios de Ciencias Biológicas en un cuestionario previamente aplicado. El análisis de los datos se basó en la dinámica interpretativa de Jerome Bruner para la construcción de significados. Fue posible observar cuatro marcas: desarrollo de responsabilidad y compromiso consigo mismo y con el otro; experiencias diferenciadas en la asignatura de práctica supervisada; relación afectiva con el contenido enseñado y porosidad y sensibilidad en el encuentro con el otro. Así, se recomienda atención a la formación continuada de formadores, así como reformulaciones curriculares en la formación inicial del profesorado que incluyan experiencias que permitan el desarrollo de estas marcas y otros conocimientos, así como la necesidad de seguir investigando sobre la formación de buenos profesores de ciencias biológicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Experiências]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Experiences]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Experiencias]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
</kwd-group>
</article-meta>
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