<?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>S2176-66812022000300717</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.103i265.5243</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ética e estética em tempos de reafirmar o ser professor: vozes dos que iniciam a carreira]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethics and aesthetics in times of reaffirmation of being a teacher: voices of those starting their careers]]></article-title>
<article-title xml:lang="es"><![CDATA[Ética y estética en tiempos de reafirmación del ser docente: voces de los que inician su carrera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcanti]]></surname>
<given-names><![CDATA[Anna Maria de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capecchi]]></surname>
<given-names><![CDATA[Maria Candida Varone de Morais]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Vivilí Maria Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação (SME/SP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC (UFABC)  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do ABC (UFABC)  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do ABC (UFABC)  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>103</volume>
<numero>265</numero>
<fpage>717</fpage>
<lpage>738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812022000300717&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812022000300717&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812022000300717&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, apresentamos o recorte de uma dissertação de mestrado voltada para a investigação de significações atribuídas à ética e à estética no exercício da docência, por parte de professores recém-formados nas áreas de Ciências e Matemática, quando convidados a rememorar suas vivências no Programa Institucional de Bolsas de Iniciação à Docência (Pibid), no estágio supervisionado obrigatório e em suas primeiras aulas, quando já formados. Os dados foram coletados mediante uma entrevista com um grupo de três professores e analisados por meio do instrumento &#8220;núcleos de significação&#8221;, desenvolvido por Aguiar e Ozella (2013) para a apreensão de sentidos, a partir da teoria histórico-cultural de Vygotsky. O foco deste artigo é o processo de identificação dos núcleos de significação que emergiram da análise das respostas de uma das participantes da entrevista. Encontramos elementos relacionados à ética e à estética nos núcleos de significação que evidenciaram as reconstruções e reflexões que marcaram o processo de formação inicial da participante como docente, o querer bem aos estudantes e o seu comprometimento com o trabalho desenvolvido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents an excerpt from a master's thesis that investigates meanings attributed to ethics and aesthetics in teaching by newly graduated science and mathematics teachers, when invited to recall their experiences with the Programa Institucional de Bolsas de Iniciação à Docência (Pibid), in the mandatory supervised internship and their first classes as undergraduates. Data were collected through interviews with three teachers and analyzed using the instrument of &#8220;meaning cores&#8221; developed by Aguiar and Ozella (2013) to apprehend meanings, based on Vygotsky's cultural-historical theory. This article focuses on the process of identifying meaning cores from the analysis of a participant&#8217;s answers to the interview. It revealed elements related to ethics and aesthetics in the meaning cores that evidenced the reconstructions and reflections that highlighted the participant's process of initial training as a teacher, the affection for students and her commitment to the work developed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo presentamos un fragmento de una tesis de maestría cuyo objetivo es indagar en los significados atribuidos a la ética y la estética en la docencia, por parte de profesores recién graduados en las áreas de ciencia y matemática, al ser invitados a rememorar sus vivencias en el Programa Institucional de Iniciación Docente. Becas (PIBID), en la Pasantía supervisada obligatoria y en sus primeras clases cuando ya se hayan graduado. Los datos fueron recolectados a través de una entrevista con un grupo de tres docentes y analizados utilizando el instrumento de "núcleos de significado", desarrollado por Aguiar y Ozella (2013) para la aprehensión de significados, basado en la teoría histórico-cultural de Vygotsky. El enfoque de este artículo es el proceso de identificación de los núcleos de significado que surgieron del análisis de las respuestas de uno de los participantes de la entrevista. Encontramos elementos relacionados con la ética y la estética en los núcleos de significado que evidenciaron las reconstrucciones y reflexiones, que marcaron el proceso de formación inicial del participante como docente, el amor por los estudiantes y su compromiso con el trabajo desarrollado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estética]]></kwd>
<kwd lng="pt"><![CDATA[ética]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="en"><![CDATA[aesthetics]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[estética]]></kwd>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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