<?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>S1984-64442023000100407</article-id>
<article-id pub-id-type="doi">10.5902/1984644485166</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa intervenção mediando o processo de superação dos impactos da pandemia na educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Intervention Research mediating the process of over coming the pandemic impacts on basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación intervencionista que media enelproceso de superar los impactos de la pandemia enlaeducación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguiar]]></surname>
<given-names><![CDATA[Wanda Maria Junqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Luciana de Oliveira Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Maria Vilani Cosme de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></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=S1984-64442023000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100407&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem por objetivo discutir pressupostos teórico-metodológicos que colaborem para a superação de contradições, dificuldades e desvios no que se refere à função da escola, decorrentes das contradições geradas na pandemia. Para tanto, destacamos a importância da criação de processos de transformação de educadores por meio da formação intencionalmente crítica. Para dar conta desse objetivo iniciamos com uma breve apresentação de aspectos do contexto pandêmico, dando ênfase aos impactos ocorridos na educação. Na sequência foram discutidos alguns pressupostos teórico-metodológicos do Materialismo Histórico-Dialético, proposta metodológica entendida como base para a construção das principais categorias da Psicologia Sócio-Histórica, perspectiva que também fundamenta a proposta sistematizada neste artigo, qual seja, a da Pesquisa-Trans-Formação. A discussão realizada argumenta em favor da necessidade de se produzir conhecimentos que possam orientar o planejamento e desenvolvimento de práticas e pesquisas que tenham por finalidade colaborar na formação e transformação de educadores, sobretudo em contexto de pós-pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This article aims to discuss theoretical-methodological assumptions that contribute to the overcoming of contradictions, difficulties and deviations regarding the function of the school, resulting from the contradictions generated in the pandemic. For this reason, we highlight the importance of educators' transformation process creating, through intentionally critical teacher education. To accomplish this goal, we begin with a brief presentation of aspects of the pandemic context, emphasizing the impacts on education. Subsequently, some theoretical-methodological assumptions of Historical-Dialectical Materialism were discussed, a methodological proposal understood as the basis for the construction of the main categories of Socio-Historical Psychology, a perspective that also underlies the proposal systematized in this article, which is the Trans-Formation Research. The discussion held argues in favor of the need to produce knowledge that can guide the planning and development of practices and a research that aims to collaborate in the training and transformation of educators, especially in the context of post-pandemic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este artículo es debatir supuestos teórico-metodológicos que contribuyen a superar las contradicciones, dificultades y desviaciones con respecto a la función de la escuela, resultantes de las contradicciones generadas en la pandemia. Con este fin, destacamos la importancia de crear procesos de transformación para los educadores a través de una formación intencionadamente crítica. Para lograr este objetivo, comenzamos con una breve presentación de aspectos del contexto de la pandemia, haciendo hincapié en los impactos que se produjeron en la educación. A continuación, analizamos algunas suposiciones teóricas-metodológicas del Materialismo Histórico-Dialético, una propuesta metodológica que se entiende como la base para la construcción de las principales categorías de psicología sociohistórica, una perspectiva que también corrobora la propuesta sistematizada en este artículo, es decir, la de investigación-transformación. El debate celebrado aboga por la necesidad de producir conocimientos que puedan guiar la planificación y el desarrollo de prácticas e investigaciones que tengan como objetivo colaborar en la formación y transformación de educadores, especialmente en el contexto de las pospandemias. Palabras clave: Formación del profesor; Investigación educativa; Psicología sociohistórica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Sócio-Histórica]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Research in Education]]></kwd>
<kwd lng="en"><![CDATA[Socio-historical Psychology]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesor]]></kwd>
<kwd lng="es"><![CDATA[Investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[Psicología socio histórica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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