<?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>S2176-66812024000100218</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5947</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente e busca por sentido na rede pública educacional brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training and the search for meaning in the Brazilian public educational system]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación de docentes y en la vida la búsqueda de sentido en la red educativa pública brasileña]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolsarin]]></surname>
<given-names><![CDATA[Rafaela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arantes]]></surname>
<given-names><![CDATA[Valéria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp).  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Barcelona (UB).  ]]></institution>
<addr-line><![CDATA[Barcelona Catalunha]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo propõe reflexões sobre a formação docente com base em resultados de uma pesquisa, na área de Psicologia da Educação, que desenvolveu formação continuada junto a 13 educadores da rede pública do município de São Paulo-SP. A pesquisa investigou as representações desses professores sobre a profissão docente e possíveis mudanças e conservações nessas representações após a formação. Neste estudo, apresentamos os resultados da análise das narrativas de uma das participantes. As análises foram realizadas qualitativamente, com base na Teoria dos Modelos Organizadores do Pensamento, tendo como suporte o conceito de projetos de vida. Os resultados mostraram que a formação mobilizou (des)(re)construções a respeito do que é ser professor e do lugar que a docência ocupa em seus projetos de vida, apontando ainda para a indissociação entre essas representações. Por fim, defende-se um processo formativo para os educadores que inclua, também, seus projetos de vida e considere seu florescimento enquanto seres humanos completos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study invites reflection on teacher training based on the results obtained through research in educational psychology that developed a program with 13 educators from the public school system in the city of São Paulo (SP). Our study investigated these teachers' representations regarding the teaching profession and the possible adjustments and conservations made in these representations after the program. We also present the results of the analysis of the narratives of one of the participants. The analyses were carried out qualitatively, and were based on the Theory of Organizing Models of Thinking, supported by the concept of life project. The results revealed that the program mobilized (de)(re)constructions on what it means to be a teacher and the place that teaching profession occupies in their life projects, while also pointing out to the inseparability between these representations. Ultimately, we advocate for a professional training for educators that includes their life projects and considers their flourishing as complete human beings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo propone reflexiones sobre la formación de maestros a partir de los resultados de una investigación en el área de Psicología de la Educación que desarrolló una formación continua con 13 maestros del sistema escolar público brasileño de São Paulo (SP). La investigación enfoca las representaciones de estos maestros sobre la profesión docente, así como posibles cambios y conservaciones en estas representaciones después de la formación. En este trabajo presentamos los resultados del análisis de las narrativas de uno de los participantes. Desde la perspectiva de la Teoría de Modelos Organizadores del Pensamiento, y sustentadas en el concepto de proyectos de vida. Las autoras han estudiado como la formación movilizó (des)(re)construcciones sobre lo que es ser docente y el lugar que ocupa la enseñanza en sus proyectos de vida, apuntando también a la inseparabilidad entre estas representaciones. Finalmente, abogamos por un proceso de formación de maestros que incluya también sus proyectos de vida y considere su florecimiento como seres humanos completos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Teoria dos Modelos Organizadores do Pensamento]]></kwd>
<kwd lng="pt"><![CDATA[projeto de vida]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Theory of Organizing Models of Thinking]]></kwd>
<kwd lng="en"><![CDATA[life project]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[Teoría de los Modelos Organizadores del Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[proyecto de vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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