<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000100282</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i44.8026</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RESSONÂNCIAS DE NARRATIVAS AUTOBIOGRÁFICAS NA FORMAÇÃO CONTINUADA DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[RESONANCES OF AUTOBIOGRAPHICAL NARRATIVES IN THE CONTINUING EDUCATION OF TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[TRASCENDENCIAS NARRATIVAS AUTOBIOGRÁFICAS EN LA FORMACIÓN CONTINUA DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Antonia Edna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></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>17</volume>
<numero>44</numero>
<fpage>282</fpage>
<lpage>298</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000100282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo aborda as narrativas na formação continuada de professores dos anos iniciais do ensino fundamental na perspectiva de analisar suas ressonâncias nos processos de autoconhecimento, de autoformação e de compreensão das condições objetivas e subjetivas dessa formação e da prática docente. Pressupõe que os professores e sua formação são importantes, mas advoga que as contribuições e os efeitos dos processos formativos necessitam ser analisados considerando sua materialidade e a realidade das práticas de ensinar e aprender no contexto educacional brasileiro. Apresenta resultados de pesquisas desenvolvidas no Núcleo de Estudos e Pesquisas sobre Formação e Profissionalização Docente em Pedagogia, consubstanciadas na abordagem autobiográfica. Conclui que as narrativas, como dispositivos de pesquisa, engendram formas de resistências e de compreensão das dinâmicas de formação continuada de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study addresses the narratives in the continuing education of teachers from the early years of elementary school in order to analyze their resonances in the processes of self-knowledge, self-education and understanding of the objective and subjective conditions of this education and teaching practice. It assumes that the teachers and their training are important, but advocates that the contributions and effects of training processes need to be analyzed considering their materiality and the reality of teaching and learning practices in the Brazilian educational context. Presents results of research developed at the Center for Studies and Research on Teacher Education and Teacher Professionalization in Pedagogy, embodied in the autobiographical approach. It concludes that narratives, as research devices, generate forms of resistance and understanding of the dynamics of continuing teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio aborda las narrativas en la formación continua de profesores de los primeros años de la enseñanza fundamental con la perspectiva de analizar su trascendencia en los procesos de autoconocimiento, de autoformación y de comprensión de las condiciones objetivas y subjetivas de esa formación y de la práctica docente. Presupone que los profesores y su formación son importantes, pero aboga que las contribuciones y los efectos de los procesos formativos necesitan ser analizados considerando su materialidad y la realidad de las prácticas de enseñar en el contexto educacional brasileño. Presenta resultados de investigaciones desarrolladas en el Núcleo de Estudios e Investigaciones sobre Formación y Profesionalización Docente en Pedagogía, fundamentados en el enfoque autobiográfico. Concluye que las narrativas, como dispositivos de investigación, originan formas de resistencias y de comprensión de las dinámicas de formación continua de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Abordagem biográfica]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Autoformação]]></kwd>
<kwd lng="en"><![CDATA[Biographical approach]]></kwd>
<kwd lng="en"><![CDATA[Ongoing training]]></kwd>
<kwd lng="en"><![CDATA[Self-training]]></kwd>
<kwd lng="es"><![CDATA[Enfoque biográfico]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Autoformación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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