<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100402</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Significações atribuídas por professores à formação continuada na pandemia]]></article-title>
<article-title xml:lang="es"><![CDATA[Significados atribuidos por los docentes a la formación continua en la pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Meanings attributed by teachers to continuing training in the pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miyano]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cericato]]></surname>
<given-names><![CDATA[Itale Luciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</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=S2526-76472024000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Tendo como problemática as demandas para assegurar a continuidade dos processos educativos e o direito às aprendizagens de todos, este estudo buscou compreender as significações que os professores de uma escola pública da rede municipal de ensino de São Paulo atribuem às iniciativas de formação continuada realizadas em 2020 para a implementação do ensino remoto. Os dados foram coletados por meio de entrevistas. A análise ocorreu mediante o procedimento dos núcleos de significação, cujo embasamento teórico se dá nos estudos da psicologia histórico-cultural e com foco nas categorias sentido-significado e necessidades-motivos. Os resultados evidenciam os limites e as potencialidades do processo experenciado, mediante as condições objetivas e subjetivas de trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio buscó comprender los significados que los docentes de una escuela pública de la red municipal de educación de São Paulo atribuyen a las iniciativas de educación permanente realizadas en 2020 para la implementación de la enseñanza a distancia. Los datos fueron recolectados a través de entrevistas. El análisis se realizó a través del procedimiento de núcleos de sentido, cuya base teórica se da en los estudios de la psicología histórico-cultural y con foco en las categorías sentido-significado y necesidades-motivos. Los resultados muestran los límites y potencialidades del proceso vivido, a través de las condiciones de trabajo objetivas y subjetivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Having as a problem the demands to ensure the continuity of educational processes and the right to learning for all in the context of the Covid-19 pandemic, this study sought to understand the meanings that teachers of a public school in the municipal teaching network of São Paulo attribute to the ongoing training initiatives carried out in 2020 for the implementation of remote teaching. The research, of a qualitative nature, had its data collected through semi-structured interviews. The analysis took place through the procedure of meaning nuclei, whose theoretical basis is given in studies of historical-cultural psychology, focusing on the meaning-meaning and needs-motives categories. The results show the limits and potential of the experienced process, through the objective and subjective working conditions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia de Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[Profesión docente]]></kwd>
<kwd lng="es"><![CDATA[Pandemia de COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Continuing training of teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching profession]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
</kwd-group>
</article-meta>
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