<?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>S2178-52012023000100239</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.62818</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes e práticas educativas de professores Agrônomos em um Instituto Federal de Educação]]></article-title>
<article-title xml:lang="es"><![CDATA[Saberes y prácticas educativas de Agrónomos en un Instituto Federal de Educación]]></article-title>
<article-title xml:lang="en"><![CDATA[The Agronomists teachers in the context of the teaching practices in at a Federal Institute of Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes Sobrinho]]></surname>
<given-names><![CDATA[Oswaldo Palma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paniago]]></surname>
<given-names><![CDATA[Rosenilde Nogueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Álvaro Itaúna Schalcher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Goiano Centro de Educação Rosa de Saberes ]]></institution>
<addr-line><![CDATA[Rio Verde Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Maranhão  ]]></institution>
<addr-line><![CDATA[Codó Maranhão]]></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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100239&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O estudo visa investigar as inter-relações entre a formação, os saberes e as práticas educativas desenvolvidas pelos professores com a formação na área de Agronomia. A pesquisa foi realizada no período de 2019-2020 com professores que ministram disciplinas nos cursos de Bacharelado de Agronomia em um Instituto Federal de Educação (IF). Na pesquisa de natureza qualitativa, utilizou-se, como procedimento metodológico de recolha de dados, a narrativa autobiográfica com quatro professores. O saber e o fazer docente do professor Agrônomo do IF perpassam desde relatos de histórias de vida, formação até a opção de adentrar na docência e no decorrer de sua trajetória profissional. As narrativas evidenciam que os professores se preocupam com a boa qualidade do ensino que desenvolvem. Contudo, reconhecem que o tempo para a realização das atividades de ensino, pesquisa e extensão e a ausência de formação pedagógica são elementos que desafiam a materialidade de uma práxis docente que contemple as diversas formas de aprendizagens dos alunos. Os professores ainda apresentam dificuldades, no que diz respeito aos saberes e fazeres pedagógicos, pois a sua formação é voltada para a pesquisa e não para a docência. Os resultados sinalizam a necessidade de as instituições de ensino oportunizarem cursos de formação pedagógica de modo a aproximar o professor do saber e fazer docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El estudio tiene como objetivo investigar las interrelaciones entre la formación, los saberes y las prácticas educativas desarrolladas por docentes con formación en el campo de la Agronomía. La investigación se realizó en el período 2019-2020 con cuatro profesores que imparten asignaturas en los cursos de Licenciatura en Agronomía en un Instituto Federal de Educación (IF). En la investigación cualitativa, utilizamos como procedimiento metodológico para la recolección de datos, la narración autobiográfica con cuatro docentes. El saber y la práctica docente del profesor de la IF Agrónomo abarcan desde las historias de vida, la formación hasta la opción de ingresar a la docencia ya lo largo de su trayectoria profesional. Las narrativas muestran que los docentes se preocupan por la buena calidad de la enseñanza que desarrollan. Sin embargo, reconocen que el tiempo para realizar actividades de docencia, investigación y extensión, y la falta de formación pedagógica son elementos que cuestionan la materialidad de una práctica docente que contemple las diferentes formas de aprendizaje de los estudiantes. Los docentes aún tienen dificultades en cuanto a conocimientos y prácticas pedagógicas, ya que su formación está enfocada a la investigación y no a la docencia. Debido a este hecho, es necesario que las instituciones educativas brinden cursos de formación pedagógica, acercando a los docentes al conocimiento y la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The study aims to investigate the interrelationships between training, knowledge and educational practices developed by teachers trained in the field of Agronomy. The research was carried out in the period 2019-2020 with teachers who teach subjects in Bachelor of Agronomy courses at a Federal Institute of Education (IF). In qualitative research, the autobiographical narrative of four teachers in this area of &#8203;&#8203;activity was used as a methodological data collection procedure. The knowledge and teaching practice of the IF Agronomist professor ranges from accounts of life stories and academic training, to the option of entering teaching and, then, the course of his professional career. The narratives show that teachers care about the good quality of the teaching they provide. However, they state that the time allocated to carrying out teaching, research and extension activities combined with the lack of pedagogical training are elements that challenge the materiality of a teaching praxis that takes into account the different forms of student learning. In their reports, teachers recognize the difficulties with regard to pedagogical knowledge and practices, considering that their training is focused on research and not teaching. The results reveal the need for educational institutions to provide pedagogical training courses in order to bring technical area teachers closer to the specificities of knowledge and teaching practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[formação do agrônomo]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia tecnicista]]></kwd>
<kwd lng="es"><![CDATA[enseñando]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[formación del ingeniero agrónomo]]></kwd>
<kwd lng="es"><![CDATA[pedagogía técnica]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[agronomist training]]></kwd>
<kwd lng="en"><![CDATA[technical pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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