<?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>S2178-26792023000100133</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.11998</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA DE PROFESSORES EM SERVIÇO: RELATO DE UMA PRÁTICA EXPERIENCIADA]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTINUING EDUCATION OF IN-SERVICE TEACHERS: REPORT OF AN EXPERIENCED PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN CONTINUA DE PROFESORES EN SERVICIO: RELATO DE UNA PRÁCTICA VIVIENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pick]]></surname>
<given-names><![CDATA[Marcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisol]]></surname>
<given-names><![CDATA[Maria Teresa Ceron]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (Unoesc)  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (Unoesc)  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo objetiva a análise de um processo de formação continuada de professores em serviço, buscando compreender as contribuições deste modelo formativo para a qualidade do planejamento e das ações pedagógicas instituídas na escola. O relato apresenta o histórico de mudanças vivenciadas pela escola, seu programa sequencial de encontros formativos, a compreensão do papel e lugar dos participantes no processo e suas contribuições para o ensino. A base empírica deste texto é uma pesquisa descritiva, de cunho exploratório, documental e de abordagem qualitativa. Foram analisados documentos e registros da instituição de ensino, como legislações - ofícios regulamentadores, Projeto Político-Pedagógico (PPP), relatórios de turmas, registro do sistema de gestão educacional de Santa Catarina (Sisgesc), pautas dos encontros, além da realização de grupo focal com os professores efetivos vinculados à unidade educativa. Os(as) docentes participantes da pesquisa atuam na rede Pública Estadual, com a etapa do Ensino Médio, no município de Ipumirim - Oeste Catarinense. Os dados analisados evidenciaram que os(as) professores(as) participaram de forma colaborativa do processo formativo, expondo suas experiências e os resultados de suas práticas. O modelo de formação de professores em serviço desencadeou contribuições significativas na metodologia de trabalho dos docentes, os quais, membros ativos do processo, ressignificaram a teoria com a prática, resultando em qualidade de ensino, além de promover a troca coletiva de experiências e vivências, contribuindo para o alargamento de laços afetivos entre os pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The aim of this article is to analyze a process of continuing education for in-service teachers, seeking to understand the contributions of this training model to the quality of planning and pedagogical actions instituted at school. The report presents the history of changes experienced by the school, its sequential program of formative meetings, the understanding of the role and place of the participants in the process and their contributions to teaching. The empirical basis of this text is a descriptive research, with an exploratory nature, documentary, and a qualitative approach. Documents and records of the educational institution were analyzed such as legislation - regulatory documents, PPP (pedagogical political project), class reports, registration of the Sisgesc system (educational management system of Santa Catarina), agendas of meetings, in addition to holding focal groups with effective teachers linked to the educational unit. The teachers participating in the research work in the State Public network, with the High School stage, in the municipality of Ipumirim - West of Santa Catarina. The analyzed data showed that the teachers participated collaboratively in the training process, exposing their experiences and the results of their practices. The in-service teacher training model triggered significant contributions in the work methodology of teachers, of whom, active members of the process, re-signified theory with practice, resulting in teaching quality, in addition to promoting the collective exchange of experiences, contributing to the expansion of affective ties between peers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El objetivo de este artículo es analizar un proceso de formación permanente para maestros en servicio, buscando comprender las contribuciones de ese modelo de formación a la calidad de la planificación y las acciones pedagógicas instituidas en la escuela. El informe presenta la historia de los cambios experimentados por la escuela, su programa secuencial de encuentros formativos, la comprensión del papel y lugar de los participantes en el proceso y sus aportes a la enseñanza. La base empírica de este texto es una investigación descriptiva, de carácter exploratorio, documental y de enfoque cualitativo. Se analizaron documentos y registros de la institución educativa, como legislación - documentos reglamentarios, PPP (proyecto político pedagógico), informes de clase, registro del sistema Sisgesc (sistema de gestión educativa de Santa Catarina), agendas de reuniones, además de grupos de celebración focal con docentes efectivos vinculados a la unidad educativa. Los maestros participantes en el trabajo de investigación actúan en la red Pública del Estado, con la etapa de Enseñanza Media, en el municipio de Ipumirim - Oeste de Santa Catarina. Los datos analizados mostraron que los docentes participaron colaborativamente del proceso de formación, exponiendo sus experiencias y los resultados de sus prácticas. El modelo de formación docente en servicio desencadenó aportes significativos en la metodología de trabajo de los docentes, de los cuales, miembros activos del proceso, resignificaron la teoría con la práctica, redundando en la calidad de la enseñanza, además de promover el intercambio colectivo de experiencias, contribuyendo a la ampliación de los lazos afectivos entre iguales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores em serviço]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[planejamento]]></kwd>
<kwd lng="en"><![CDATA[in-service teacher training]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes en servicio]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
