<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000200313</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i258.4409</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Identidade docente e formação continuada: um estudo à luz das teorias de Zygmunt Bauman e Claude Dubar]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching identity and continuing education: a study in light of Zygmunt Bauman and Claude Dubar&#8217;s theories]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidad docente y formación continuada: un estudio a la luz de las teorías de Zygmunt Bauman y Claude Dubar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossi]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hunger]]></surname>
<given-names><![CDATA[Dagmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho (Unesp)  ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho (Unesp)  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo, Brasil]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho (Unesp)  ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp)  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>258</numero>
<fpage>313</fpage>
<lpage>336</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000200313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000200313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000200313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Objetivou-se analisar o processo de constituição da identidade docente no cenário contemporâneo, problematizando: as mudanças sociais que impactam na identidade docente; as percepções de professoras da educação básica concernentes aos significados do exercício da docência atualmente; e as possíveis influências da formação continuada institucionalizada na reflexão e (re)construção identitária de professores(as). Participaram da pesquisa, de abordagem qualitativa, 19 professoras da educação infantil e do ensino fundamental, das áreas de Educação Física, Pedagogia e Artes. As estratégias de geração de dados incluíram grupo focal e observação de campo. Os dados foram analisados à luz das teorias de Zygmunt Bauman e Claude Dubar. Constatou-se que a formação continuada é uma dimensão da profissão estreitamente relacionada à constituição da identidade docente, pois possibilita acompanhar as rápidas mudanças sociais em curso e, assim, fortalecer ou reconfigurar o reconhecimento social de sua função. Outro elemento integrador da formação com a identidade se revelou em espaço e tempo proporcionados pela formação para refletir e (re)construir coletivamente saberes e reinterpretações referentes ao que é ser professor(a). Evidenciou-se a urgência de ações educacionais/políticas públicas para fortalecer os laços profissionais, consolidando o coletivo docente e a noção de pertença a um grupo específico na sociedade, com uma identidade própria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to analyze the development of a teaching identity in the contemporary scenario, problematizing: social changes that impact the teaching identity; the perceptions of primary education teachers over what means to be a teacher nowadays; and possible influences of institutionalized continuing formation over the reflection and (re)construction of teachers&#8217; identities. Nineteen teachers of childhood and elementary education, working in the areas of Physical Education, Pedagogy and Arts participated in this qualitative- approached research. Data generation strategies included a focus group and field observation. Data were analyzed in light of Zygmunt Bauman and Claude Dubar&#8217;s theories. It has been found that continuing education is a dimension of the profession closely related to the constitution of a teaching identity, since it enables the monitoring of the ongoing, fast social changes, thus, strengthening or reconfiguring the social recognition of its function. Another integrative element of formation with identity has been revealed in the space and time provided by the formation to collectively reflect and construct knowledge and reinterpretations referring to what it is to be a teacher. The urgency of educational actions / public policies to strengthen professional ties has been revealed, consolidating the teaching collective and the notion of belonging to a specific group in society, with an identity of their own.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo fue analizar el proceso de constitución de la identidad docente, en el escenario contemporáneo, problematizando los cambios sociales de la contemporaneidad que impactan en la identidad docente; las percepciones de profesores y profesoras de la educación básica concernientes a los significados de ser profesor hoy; y posibles influencias de la formación continuada institucionalizada en la reflexión y construcción identitaria de profesores. Participaron de la investigación, de abordaje cualitativo, 19 profesoras de la Educación Infantil y de la Educación Primaria de las áreas de Educación Física, Pedagogía y Artes. Las estrategias de generación de datos incluyeron grupo focal y observación de campo. Los datos fueron analizados a la luz de las teorías de Zygmunt Bauman y Claude Dubar. Se constató que la formación continuada es una dimensión de la profesión estrechamente relacionada con la constitución de la identidad docente, pues posibilita acompañar los rápidos cambios sociales en curso y así fortalecer o reconfigurar el reconocimiento social de su función. Otro elemento integrador de la formación con la identidad se reveló en el espacio y tiempo proporcionados por la formación para reflejar y construir colectivamente saberes y reinterpretaciones referentes a lo que es ser profesor. Se reveló la urgencia de acciones educativas/políticas públicas para fortalecer los lazos profesionales, consolidando el colectivo docente y la noción de pertenencia a un grupo específico en la sociedad, con una identidad propia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[atualização de professores]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[identidade profissional]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[professional identity]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s continuing education]]></kwd>
<kwd lng="es"><![CDATA[actualización de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[identidad profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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