<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100210</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.44870</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue}]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagens docentes na escola: desenvolvendo a capacidade pedagógica para desenvolvimento curricular por meio do (co-ensino| diálogo cogerativo)]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje de profesores en la escuela: desarrollando la capacidad pedagógica para el diseño del currículo escolar por el (co-ensino| diálogo cogerativo)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[El Kadri]]></surname>
<given-names><![CDATA[Michele Salles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article aims at discussing development in an experience of engaging teachers and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo objetiva discutir o desenvolvimento de uma experiência em que professores e alunos se engajam no design do currículo escolar em uma escola pública. Está baseado no referencial teórico da perspectiva sócio-historico-cultural. Os dados foram coletados em um projeto durante dois anos por meio da gravação das interações dos participantes e escrita de diários e analisados por meio da análise crítica do discurso (transitividade) e análise da conversação. Os resultados desse estudo demonstram que no processo de ter a oportunidade de interagir em encontros de co-planejamento na construção do currículo novos atitudes surgiram. Além disso, demonstra que participar em espaços mais democráticos e serem capazes de contribuir para desenvolver o currículo durante sua prática de ensino tem efeitos no modo como participantes percebem os alunos do ensino médio. Conclui-se eu o desenvolvimento da capacidade pedagógica dos alunos para o currículo influencia o grau no qual professores se engajam na transformação da escola para criar oportunidades para seus alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo objetiva discutir el desarrollo de una experiencia en que profesores y alumnos se comprometen en el diseño del currículo escolar en una escuela pública. Está basado en el referencial teórico de la perspectiva sociocultural-cultural. Los datos fueron colectados en un proyecto durante dos años por medio de la grabación de las interacciones de los participantes y escritura de diarios y analizados por medio del análisis crítico del discurso (transitividad) y análisis de la conversación. Los resultados de este estudio demuestran que en el proceso de tener la oportunidad de interactuar en encuentros de co-planificación en la construcción del currículo nuevas actitudes fueron creadas. Además, demuestra que participar en espacios más democráticos y ser capaces de contribuir a desarrollar el currículo durante su práctica de enseñanza tiene efectos en el modo como participantes perciben a los alunos. Se concluye que el desarrollo de la capacidad pedagógica de los alumnos para el currículo influye en el grado en que los profesores se comprometen en la transformación de la escuela para crear oportunidades para sus alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[pedagogical capacity]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[schools]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="pt"><![CDATA[capacidade pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[escolas]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="es"><![CDATA[capacidad pedagógica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[escuelas]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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