<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000300606</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n3id1944</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA DE PROFESSORES DAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL DA REDE MUNICIPAL DE MACAPÁ-AP]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTINUING EDUCATION OF PRIMARY SCHOOL TEACHERS FROM THE MUNICIPAL SCHOOL NETWORK IN MACAPÁ-AP]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN CONTINUADA DE PROFESORES DE LAS SERIES INICIALES DE LA ENSEÑANZA FUNDAMENTAL DE LA RED MUNICIPAL DE MACAPÁ-AP]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Custódio]]></surname>
<given-names><![CDATA[Elivaldo Serrão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Paulo Ronaldo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNIFAP PPGED ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Vale do Acaraú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>3</numero>
<fpage>606</fpage>
<lpage>635</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000300606&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000300606&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000300606&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A presente pesquisa teve como objetivo analisar a oferta de formação continuada a professores da rede municipal de ensino de Macapá, bem como averiguar a real aplicabilidade de metodologias e recursos decorrentes de Programas e Projetos, à realidade de sala de aula. Para isso, utilizou-se a pesquisa exploratória de campo, a partir da qual se ouviu, primeiramente, coordenadores de formações, que apresentaram documentos e registros confirmando a oferta de formação continuada aos professores da rede. Em seguida, foi aplicado um questionário contendo questões de múltiplas escolhas e outras dissertativas, aos docentes da rede municipal, que se encontravam em formação pelo Pacto Nacional pela Alfabetização na Idade Certa - PNAIC. Os resultados confirmaram a hipótese de que a falta da formação continuada interfere na prática profissional docente em sala de aula; que reconhecidamente há um índice muito alto de desistência dos profissionais nas formações; que os participantes da pesquisa, na maioria, pertencem ao contrato administrativo da prefeitura, sendo que os professores que participam das formações já conseguem visualizar resultados positivos principalmente em relação à leitura, que eles utilizam os recursos pedagógicos e metodologias na prática em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The research reported in this paper aimed to analyze the offer of continuing education to teachers from the municipal school network in Macapá, state of Amapá, and to investigate the real applicability of methodologies and resources derived from programs and projects to the reality of classrooms in the municipality. For that purpose, exploratory field research was used in two stages. In the first stage, teacher education coordinators were interviewed - these coordinators presented documents and records that confirmed the offer of continuing education to the teachers from the network. In the second stage, a questionnaire containing multiple-choice and essay questions was administered to the teachers of the municipal school network who were undertaking continuing professional development through the National Pact for Literacy in the Right Age - PNAIC. The results, on the one hand, confirmed the hypothesis that the lack of continuing education interferes with professional teaching practice in the classroom; that admittedly there is a very high dropout rate among professionals from teacher education initiatives; that the majority of the research participants belong to the administrative contract of the city hall. On the other hands, they indicate that the teachers who participate in these initiatives can already see positive results mainly in relation to the acquisition of reading skills; and that the participants use in their classroom the pedagogical resources and methodologies shared with them through PNAIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigación tuvo como objetivo analizar la oferta de formación continuada a profesores de la red municipal de enseñanza de Macapá, así como averiguar la real aplicabilidad de metodologías y recursos derivados de Programas y Proyectos, a la realidad de aula. Para ello, se utilizó la investigación exploratoria de campo, a partir de la cual se oyeron primero coordinadores de formaciones, que presentaron documentos y registros que confirmaron la oferta de formación continuada a los profesores de la red. A continuación, se aplicó un cuestionario que contenía cuestiones de múltiples opciones y otras disertivas, a los docentes de la red municipal que se encontraban en formación del Pacto Nacional por la Alfabetización en la Edad Cuna - PNAIC. Los resultados confirmaron la hipótesis de que la falta de formación continuada interfiere en la práctica profesional docente en el aula, que reconocidamente hay un índice muy alto de desistimiento de los profesionales en las formaciones, que los participantes de la investigación en su mayoría pertenecen al contrato administrativo del ayuntamiento, y los profesores que participan en las formaciones ya logran visualizar resultados positivos principalmente en relación a la lectura, que ellos utilizan los recursos pedagógicos y metodologías en la práctica en el aula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Educação pública]]></kwd>
<kwd lng="pt"><![CDATA[Macapá-AP]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="en"><![CDATA[Macapá-AP]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Educación pública]]></kwd>
<kwd lng="es"><![CDATA[Macapá-AP]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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