<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822022000300303</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v27i61.1543</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas de professores alfabetizadores sobre a formação e prática docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Narratives of literacy teachers about teacher training and practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Narrativas de alfabetizadores sobre la formación y práctica docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Genira Fonseca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fialho]]></surname>
<given-names><![CDATA[Lia Machado Fiuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcão]]></surname>
<given-names><![CDATA[Giovana Maria Belém]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE)  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>61</numero>
<fpage>303</fpage>
<lpage>324</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822022000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822022000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822022000300303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As nuances vivenciadas na formação inicial e continuada dos professores reverberam na prática pedagógica e na identidade profissional. Este estudo tem por objetivo compreender a formação docente inicial e aquela desenvolvida por intermédio do Programa Alfabetização na Idade Certa, a partir dos significados produzidos por professores alfabetizadores que atuam no 2º ano do ensino fundamental. Com esteio nos pressupostos da Psicologia Histórico-Cultural, a investigação, de natureza qualitativa, tem suporte no método (auto)biográfico e possui como objeto de estudo as narrativas de dois docentes coletadas por meio de entrevistas narrativas. Os resultados evidenciaram: que a escolha profissional foi influenciada pelas relações familiares; que a trajetória formativa inicial foi aligeirada e precária, não capacitando para o exercício docente na escola; e que a formação no referido Programa levava os professores a acreditarem que orientações padronizadas e prescritivas eram regra de conduta, significando-as como positivas, ainda que pouco considerassem o contexto sócio-histórico. Conclui-se que há a necessidade de investir em formação continuada crítica, ressignificando os processos formativos pragmáticos, de modo que favoreçam a autonomia e a reflexão, com os professores no centro das discussões, a partir de suas realidades diversas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The nuances experienced in the initial and continuing teachers&#8217; training reverberate in pedagogical practice and professional identity. This study aims to understand the initial teacher training and the one developed through the Programa Alfabetização na Idade Certa, based on the meanings obtained from literacy teachers who work in the 2nd year of elementary school. Based on the assumptions of Historical-Cultural Psychology, an investigation of a qualitative nature is supported by the (auto)biographical method and has as its object of study as narratives of two teachers collected through narrative interviews. The results showed that family relationships influenced the professional choice; that the initial formative trajectory was lightened and precarious, not qualifying for teaching exercise at school; and that training in that Program led teachers to believe that standardized and prescriptive guidelines were a rule of conduct, meaning them as positive even though they took little account of the socio-historical context. It concluded that there is a need to invest in continuous critical training, reframing the pragmatic formative processes so that they favor autonomy and reflection, with teachers at the center of discussions, from their diverse realities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los matices vividos en la formación inicial y continua del profesorado repercuten en la práctica pedagógica y en la identidad profesional. Este estudio tiene como objetivo comprender la formación inicial del profesorado y la que se desarrolla a través del Programa Alfabetização na Idade Certa, a partir de los significados producidos por los alfabetizadores que laboran en el 2º año de la escuela primaria. Partiendo de los supuestos de la Psicología Histórico-Cultural, la investigación, de carácter cualitativo, se sustenta en el método (auto)biográfico y tiene como objeto de estudio las narrativas de dos docentes recogidas a través de entrevistas narrativas. Los resultados mostraron: que la elección profesional estaba influenciada por las relaciones familiares; que la trayectoria formativa inicial fue ligera y precaria, no calificando para el ejercicio docente en la escuela; y que la formación en ese Programa llevó a los docentes a creer que los lineamientos estandarizados y prescriptivos eran una regla de conducta, entendiéndolos como positivos, aunque consideraban poco el contexto socio-histórico. Se concluye que existe la necesidad de invertir en la educación continua crítica, resignificando los procesos formativos pragmáticos, para que favorezcan la autonomía y la reflexión, con los docentes en el centro de las discusiones a partir de sus diversas realidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[prática educativa]]></kwd>
<kwd lng="pt"><![CDATA[Programa Alfabetização na Idade Certa]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational practice]]></kwd>
<kwd lng="en"><![CDATA[Programa Alfabetização na Idade Certa]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[práctica educativa]]></kwd>
<kwd lng="es"><![CDATA[Programa Alfabetização na Idade Certa]]></kwd>
</kwd-group>
</article-meta>
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