<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100200</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e10415</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes de professores alfabetizadores: princípios e domínios para autoavaliação docente]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento de los maestros de alfabetización: principios y dominios para la autoevaluación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge of literacy teachers: principles and domains for teacher self-assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Powaczuk]]></surname>
<given-names><![CDATA[Ana Carla Hollweg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colvero]]></surname>
<given-names><![CDATA[Ana Paula Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></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>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda a relação entre os saberes docentes e os processos de autoavaliação de forma compartilhada. Parte-se do estudo qualitativo, desenvolvido a partir de entrevistas narrativas e encontros dialógicos (Bakhtin, 2010; Bolzan, 2019; Freitas, 2009; Vigotsky, 2021), os quais permitiram identificar as práticas pedagógicas de referência de professoras atuantes no ciclo de alfabetização, bem como reconhecer os princípios e os domínios pedagógicos priorizados pelas professoras ao dinamizarem seu trabalho. Considera-se que os saberes advindos da experiência docente possibilitam a construção de um repertório eficaz de soluções adquiridas durante uma longa prática do ofício (Gauthier et al., 2006; Tardif, 2007), caracterizando práticas de referências das docentes, nas quais se podem evidenciar princípios pedagógicos e domínios de abrangência. Tais dimensões, ao serem discutidas e compartilhadas, revelam-se impulsionadoras da autoavaliação docente (Fernandes, 2008; Morales, 2014), fomentando a reflexão das práticas pedagógicas em curso, favorecendo a transformação e a reelaboração docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute la relación entre los saberes docentes y los procesos de autoevaluación de forma compartida. Se parte de un estudio cualitativo, desarrollado a partir de entrevistas narrativas y encuentros dialógicos (Bakhtin, 2010; Bolzan, 2019; Freitas, 2009; Vigotsky, 2021), que permitieron identificar las prácticas pedagógicas de referencia de docentes que actúan en el ciclo de alfabetización, así como la forma de reconocer los principios y dominios pedagógicos priorizados por los docentes cuando agilizan su trabajo. Se considera que los saberes provenientes de la experiencia docente posibilitan la construcción de un repertorio efectivo de soluciones adquiridas durante una larga práctica del oficio (Gauthier et al., 2006; Tardif, 2007), caracterizando las prácticas de referencia de los docentes, de las cuales se pueden evidenciar principios pedagógicos y dominios de cobertura. Tales dimensiones, cuando discutidas y compartidas, resultan estar impulsando la autoevaluación de los docentes (Fernandes, 2008, Morales, 2014), favoreciendo la reflexión sobre las prácticas pedagógicas en curso, favoreciendo la transformación y la reelaboración docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article approaches the relationship between teaching knowledge and self-assessment processes in a shared way. We started with a qualitative study, developed from narrative interviews and dialogic encounters (Bakhtin, 2010; Bolzan, 2019; Freitas, 2009; Vigotsky, 2021) which will allowed us to identify the reference pedagogical practices of teachers working in the literacy cycle, as well as how to recognize the principles and the pedagogical domains prioritized by the teachers to energize their work. We consider that the knowledge derived from teaching experience makes it possible to build an effective repertoire of solutions acquired during a long period of work (Gauthier et al., 2006; Tardif, 2007), characterizing the teachers' reference practices, in which pedagogical principles and areas of scope can be evidenced. These dimensions will be discussed and shared, revealing driving forces for teacher self-assessment (Fernandes, 2008, Morales, 2014) encouraging reflection on ongoing pedagogical practices, and favoring teacher transformation and reworking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas de referência]]></kwd>
<kwd lng="pt"><![CDATA[autoavaliação docente]]></kwd>
<kwd lng="pt"><![CDATA[saberes docentes]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas de referencia]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación del docente]]></kwd>
<kwd lng="es"><![CDATA[saberes docentes]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[reference pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[teacher self-assessment]]></kwd>
<kwd lng="en"><![CDATA[teaching knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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