<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000107010</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.24333</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada de pedagogos escolares: o significado de grupo e comunicação na prática pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education of school pedagogues: the meaning of group and communication in pedagogical practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación continua de pedagogos escolares: el significado de grupo y la comunicación en la práctica pedagógica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portilho]]></surname>
<given-names><![CDATA[Evelise Maria Labatut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parolin]]></surname>
<given-names><![CDATA[Isabel Cristina Hierro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Laura Monte Serrat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Curso de Pedagogia e Programa stricto sensu em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Curso de Psicopedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Curso de Psicopedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000107010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000107010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000107010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Ao considerar que o pedagogo é o profissional que articula a comunicação e coordena os grupos envolvidos no processo de ensinar e aprender na escola, este artigo tem como objetivo identificar a articulação que os pedagogos estabeleceram entre as informações recebidas ao longo da formação continuada, as vivências reflexivas sobre comunicação e grupo e a prática já desenvolvida no espaço da escola. A pesquisa, de caráter qualitativo, apresenta a descrição de uma experiência de formação continuada com pedagogos e interpreta os fenômenos à luz da fenomenologia hermenêutica. Para a descrição e interpretação dos dados utilizou-se a roda de conversa de dois encontros da Formação Continuada e uma tarefa a ser realizada na escola. Os resultados indicam que os participantes da pesquisa, por não trabalharem, na maioria das vezes, sob a ótica da observação e da escuta, e também por não estarem respaldados pelo conhecimento de que a escola deveria ser entendida como um grupo, em processo dinâmico e que é impossível não comunicar, acabam fazendo leituras da dinâmica escolar e de seus fenômenos, de modo simplista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Considering that the pedagogue is the professional who articulates communication and coordinates the groups involved in the process of teaching and learning at school, this article aims to identify the articulation that the pedagogues established between the information received during the continuing education, the experiences reflections on communication and group and the practice already developed in the school space. This qualitative research presents the description of an experience of continuing education with pedagogues and interprets the phenomena in the light of hermeneutic phenomenology. For the description and interpretation of the data we used the conversation wheel of two meetings of Continuing Education and a task to be performed at school. The results indicate that the research participants, for not working most of the time from the perspective of observation and listening, also because they are not supported by the knowledge that the school should be understood as a group, through a dynamic process, which is impossible not to communicate, end up reading the school dynamics and its phenomena in a simplistic way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Al considerar que el pedagogo es el profesional que articula la comunicación y coordina los grupos involucrados en el proceso de enseñanza y aprendizaje en la escuela, este artículo tiene como objetivo identificar la articulación que los pedagogos establecieron entre la información recibida durante la formación continua, experiencias reflexivas. sobre la comunicación y el grupo y la práctica ya desarrollada en el espacio escolar. La investigación, de carácter cualitativo, presenta la descripción de una experiencia de educación continua con pedagogos e interpreta los fenómenos a la luz de la fenomenología hermenéutica. Para la descripción e interpretación de los datos, se utilizó la rueda de conversación de dos encuentros de Educación Continuada y una tarea a realizar en el colegio. Los resultados indican que los participantes de la investigación, por no trabajar, la mayor parte del tiempo, desde la perspectiva de la observación y la escucha, y también porque no se apoyan en el conocimiento de que la escuela debe entenderse como un grupo, en una dinámica y que es imposible no comunicarse, terminan leyendo la dinámica escolar y sus fenómenos, de manera simplista.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Grupo]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação.]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogue School]]></kwd>
<kwd lng="en"><![CDATA[Group]]></kwd>
<kwd lng="en"><![CDATA[Communication.]]></kwd>
<kwd lng="es"><![CDATA[Educación Continuada]]></kwd>
<kwd lng="es"><![CDATA[Pedagogo]]></kwd>
<kwd lng="es"><![CDATA[Colegio]]></kwd>
<kwd lng="es"><![CDATA[Grupo]]></kwd>
<kwd lng="es"><![CDATA[Comunicación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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