<?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>S2176-66812025000100217</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.6403</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inicial de professores em práticas de leitura dialógica e comunicação aumentativa e alternativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial teacher training in dialogic reading practices and augmentative and alternative communication]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación inicial docente en prácticas de lectura dialógica y comunicación aumentativa y alternativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schirmer]]></surname>
<given-names><![CDATA[Carolina Rizzotto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Stefhanny Nascimento Lobo e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Thatyana Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro (UFRRJ)  ]]></institution>
<addr-line><![CDATA[Seropédica Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo descreve a formação inicial de professores em práticas de leitura dialógica e desenvolvimento de comunicação aumentativa e alternativa (CAA), analisando o impacto dessa formação na percepção e na atuação dos graduandos em relação às estratégias e aos recursos utilizados na prática de contação de histórias mediada por CAA. O estudo, de natureza qualitativa e caráter exploratório, foi conduzido em uma universidade pública do Rio de Janeiro, com a participação de 16 graduandos do curso de Pedagogia. Foram realizadas quatro etapas: 1) escolha do livro e filmagem da contação de histórias antes da formação; 2) autoanálise dos graduandos, com seus pares, por meio de autoscopia associada à heteroscopia, após assistirem aos vídeos; 3) formação teórico-prática, com enfoque na metodologia da problematização com o arco de Maguerez, com base em casos de ensino de estudantes com deficiência e necessidades complexas de comunicação; e 4) nova leitura, pelos graduandos, e sessão de autoscopia associada à heteroscopia após a formação. As sessões foram videogravadas e transcritas. Os dados obtidos foram submetidos à análise de conteúdo. Os resultados apontam para a ampliação do repertório de estratégias comunicativas e de leitura empregadas pelos graduandos durante a leitura oral de histórias. Concluiu-se que oferecer uma formação teórico-prática que motive os futuros docentes a refletirem criticamente sobre as suas ações pedagógicas e comunicativas é essencial para o processo de inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study describes the initial teacher training on dialogic reading (DR) practices and the development of augmentative and alternative communication (AAC), analyzing the impact of the training on the students' perceptions and performance regarding the strategies and resources used in storytelling practices mediated by AAC. The study, of a qualitative and exploratory nature, was conducted at a public university in Rio de Janeiro, with 16 Pedagogy undergraduates. Four stages were implemented: 1) the selection of a book and filming the storytelling before training; 2) having watched the videos, the undergraduates, with their peers, carried out a self-analysis, as well as autoscopy associated with heteroscopy succeeding training; 3) theoretical-practical training employing the problematization methodology of the Maguerez Arc, through teaching cases of students with disabilities and complex communication needs; and 4) after training, the undergraduates read once more and undergo an autoscopy session associated with heteroscopy. The sessions were filmed and transcribed. The data was subjected to content analysis. The results point to the expansion of the repertoire of communicative and reading strategies used by undergraduates during the oral reading of stories. It was concluded that offering theoretical-practical training, which makes future teachers reflect critically on their pedagogical and communicative actions, is essential for the inclusion process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo describe la formación inicial de profesores sobre prácticas de Lectura Dialógica (LD) y el desarrollo de la Comunicación Aumentativa y Alternativa (CAA), analizando el impacto de dicha formación en la percepción y desempeño de los estudiantes universitarios en relación con las estrategias y los recursos utilizados en la práctica de narración de historias mediada por la CAA. El estudio, de naturaleza cualitativa y carácter exploratorio, se llevó a cabo en una universidad pública de Río de Janeiro, con la participación de 16 estudiantes de Pedagogía. Se llevaron a cabo cuatro etapas: 1) elección de un libro y filmación de la narración de cuentos antes del entrenamiento; 2) los estudiantes universitarios observaron las escenas del video e hicieron un autoanálisis, con sus compañeros, mediante autoscopia asociada a heteroscopia, después de ver los videos; 3) formación teórico-práctica con enfoque en la metodología de la problematización con el arco de Maguerez, basada en casos de enseñanza de casos de estudiantes con discapacidad y necesidades comunicativas complejas de comunicación; y, 4) nueva lectura por parte de los estudiantes universitarios y después de la formación, se sometieron a una sesión de autoscopia asociada a heteroscopia. Las sesiones fueron grabadas en vídeo y transcritas. Los datos obtenidos se sometieron a un análisis de contenido. Los resultados apuntan a la ampliación del repertorio de estrategias comunicativas y lectoras empleadas por los estudiantes durante la lectura oral de cuentos. Se concluyó que ofrecer una formación teórico-práctica, que produzca a los futuros docentes a que reflexionen críticamente sobre sus acciones pedagógicas y comunicativas, es esencial para el proceso de inclusión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[narração de histórias]]></kwd>
<kwd lng="pt"><![CDATA[comunicação alternativa]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[storytelling]]></kwd>
<kwd lng="en"><![CDATA[augmentative and alternative communication]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[narración de cuentos]]></kwd>
<kwd lng="es"><![CDATA[comunicación alternativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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