<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102014000300280</article-id>
<article-id pub-id-type="doi">10.4013/edu.2014.183.07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada de professores coordenadores: entre preocupações e proposições]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education of teachers: between preoccupations and propositions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Renata Cristina Oliveira Barrichelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>280</fpage>
<lpage>287</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102014000300280&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102014000300280&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102014000300280&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo socializa an&#225;lises produzidas no contexto de um projeto de pesquisa e forma&#231;&#227;o docente decorrente de um conv&#234;nio firmado entre uma universidade estadual paulista e a Secretaria Municipal de Educa&#231;&#227;o de uma cidade do interior paulista e discute especificamente o papel das professoras coordenadoras na media&#231;&#227;o do trabalho coletivo. Com base no referencial te&#243;rico que discute a forma&#231;&#227;o no contexto de trabalho, sobretudo nos encontros de trabalho coletivo, a pesquisa buscou compreender as preocupa&#231;&#245;es das professoras coordenadoras no desenvolvimento desse trabalho. A pesquisadora reuniu-se com as professoras coordenadoras ao longo de 12 encontros a fim de oportunizar a troca de experi&#234;ncias sobre a condu&#231;&#227;o do trabalho coletivo nas escolas e responder o objetivo da pesquisa. O percurso foi documentado em di&#225;rio de campo e por meio de registros reflexivos elaborados pelas professoras coordenadoras. As conclus&#245;es apontam para a necessidade de investimento na forma&#231;&#227;o continuada das professoras coordenadoras no &#226;mbito das pr&#243;prias redes de ensino, instituindo uma din&#226;mica de interlocu&#231;&#227;o entre pares, entre pr&#225;ticas e teorias, entre professoras coordenadoras e professores universit&#225;rios, na expectativa de que essas experi&#234;ncias formativas possam servir como refer&#234;ncias para a pr&#243;pria forma&#231;&#227;o compartilhada que acontece no trabalho coletivo na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article presents the analyses produced in the context of a research and teacher training project that resulted from a partnership between a public State University of S&#227;o Paulo and the Municipal Department of Education of a city in the interior of the State of S&#227;o Paulo and discusses specifically the role of the coordinating teachers in the mediation of collective work. Based on the theoretical approach that discusses training in the context of work, especially at collective work meetings, the research project aimed at understanding the coordinating teachers' preoccupations in developing this work. The researcher met with coordinating teachers twelve times to allow the exchange of experiences about the execution of the collective work at schools and to answer the research purpose. The experience was documented in a field journal and through reflective records prepared by the coordinating teachers. The conclusions point to the need to invest in continued training for coordinating teachers in the school system itself by establishing a dynamics of dialogue between peers, between practices and theories, between coordinating teachers and professors, with the expectation that these training experiences can be used as parameters for the shared training that takes place in the collective work at school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Centrada na Escola]]></kwd>
<kwd lng="pt"><![CDATA[Professor Coordenador]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente Coletivo]]></kwd>
<kwd lng="en"><![CDATA[School-Centered Training]]></kwd>
<kwd lng="en"><![CDATA[Coordinating Teacher]]></kwd>
<kwd lng="en"><![CDATA[Teachers' Collective Work]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
