<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200107</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-70631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas de formação continuada no Programa de Desenvolvimento Profissional de Professores da Educação Básica no Canadá/2019 - entre o real e o oficial]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives on Ongoing Training in the Professional Development Program for Basic Education Teachers in Canada/2019 - Between the Real and the Official]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas de formación continua en el Programa de Desarrollo Profesional para Profesores de Educación Básica en Canadá/2019 - Entre lo Real y lo Oficial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carmo]]></surname>
<given-names><![CDATA[Leonardo Bezerra do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Kátia Augusta Curado P. C. da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse artigo traz algumas considerações categoriais destacadas em uma análise documental e em um levantamento de dados realizado por meio de um questionário aplicado a 25 professores de todo o Brasil que participaram do Programa de Desenvolvimento Profissional de Professores de Educação Básica no Canadá no ano de 2019. Observando o edital nº3/2019 da CAPES, os documentos orientadores da proposta enviados pela CICan (Colleges and Institutes Canada) e os aspectos empíricos apresentados pelos participantes do programa, essa investigação busca compreender as perspectivas de formação continuada presentes entre os documentos oficiais do Programa de Desenvolvimento Profissional de Professores da Educação Básica no Canadá e a realidade vivida pelos professores participantes no edital CAPES 3/2019.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents some categorical considerations highlighted in a documentary analysis and a data survey conducted through a questionnaire applied to 25 teachers from across Brazil who participated in the Professional Development Program for Basic Education Teachers in Canada in the year 2019. By examining the notice No. 3/2019 from CAPES, the guiding documents of the proposal sent by CICan (Colleges and Institutes Canada), and the empirical aspects presented by the program participants, this investigation aims to comprehend the perspectives of continuous training present within the official documents of the Professional Development Program for Basic Education Teachers in Canada and the reality experienced by the teachers participating in the CAPES notice 3/2019.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta algunas consideraciones categorícas destacadas en un análisis documental y un relevamiento de datos realizado a través de un cuestionario aplicado a 25 profesores de todo Brasil que participaron en el Programa de Desarrollo Profesional para Profesores de Educación Básica en Canadá en el año 2019. Observando el aviso No. 3/2019 de CAPES, los documentos orientadores de la propuesta enviados por CICan (Colleges and Institutes Canada) y los aspectos empíricos presentados por los participantes del programa, esta investigación tiene como objetivo comprender las perspectivas de formación continua presentes en los documentos oficiales del Programa de Desarrollo Profesional para Profesores de Educación Básica en Canadá y la realidad vivida por los profesores participantes en el aviso CAPES 3/2019.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cooperação Internacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="en"><![CDATA[International Cooperation]]></kwd>
<kwd lng="en"><![CDATA[Continuous Training]]></kwd>
<kwd lng="en"><![CDATA[Public Policies]]></kwd>
<kwd lng="es"><![CDATA[Cooperación Internacional]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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