<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000300121</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i58.6147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EMBARAÇOS DA DOCÊNCIA: A CONSTITUIÇÃO PROFISSIONAL DE DUAS PROFESSORAS DO ENSINO FUNDAMENTAL NA PANDEMIA]]></article-title>
<article-title xml:lang="en"><![CDATA[OBSTACLES OF TEACHING: THE PROFESSIONAL CONSTITUTION OF TWO ELEMENTARY SCHOOL TEACHERS IN THE PANDEMIC]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS DIFICULTADES DE LA DOCENCIA: LA CONSTITUCIÓN PROFESIONAL DE DOS PROFESORAS DE EDUCACIÓN PRIMARIA DURANTE LA PANDEMIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Júlio Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Débora Maria do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Evandro Nogueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000300121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000300121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000300121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com a pandemia da Covid-19, a educação foi fortemente impactada. Foi nesse contexto, portanto, que surgiu a necessidade deste estudo, que tem por objetivo compreender os embaraços da docência na pandemia da Covid-19 a partir da análise das significações de duas professoras que vivenciaram os efeitos do referido surto infeccioso na educação escolar. De natureza qualitativa, a pesquisa foi realizada por meio de entrevistas semiestruturadas com 02 professoras dos anos iniciais do ensino fundamental de uma escola de um município do estado do Ceará. Os resultados são analisados por meio de um núcleo de significação, denominado &#8220;embaraços da docência na pandemia: desafios e possibilidades do constituirse professor/a&#8221;. O referido núcleo é composto de três indicadores, a saber: 1) necessidades formativas, pedagógicas e escolares, cujos dados tratam da necessidade da construção de novos conhecimentos e práticas educacionais para o enfrentamento dos desafios vividos na escola; 2) afetos vividos no contexto da pandemia, que denotam sofrimentos que foram se constituindo na forma de angústia e dificuldades profissionais, mas que também expressam esperança e desejo em superar os desafios da profissão; e 3) apoio pedagógico na realização da atividade docente, o qual aborda questões atinentes aos desafios e possibilidades que marcaram o processo de ensino e aprendizagem na pandemia. Importante considerar que a intensidade dos desafios e das possibilidades docentes vividas na pandemia variam em função da historicidade e das significações constituídas pelas professoras, a partir de suas experiências, emoções e necessidades profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Due to the Covid-19 pandemic, education was strongly affected. Thus, in this context, arose the necessity for this study, which has the objective of comprehending the obstacles of teaching in the Covid-19 pandemic from the analysis of the meanings of two teachers who experienced the effects of said infectious outbreak in schooling. With a qualitative nature, the research was done through semistructurted interviews with two teachers of the initial years of elementary school from a school in a municipality in the state of Ceará. The results are analyzed through a core of meaning, called &#8220;obstacles of teaching in the pandemic: challenges and possibilities of becoming a teacher&#8221;. Said core is composed of three indicators: 1) formative, pedagogical and educational necessities, whose data talk about the need of building new knowledges and educational practices for the confrontation of the challenges experienced in school; 2) affections lived in the context of the pandemic, which denote sufferings that were taking the form of professional hardships and anguish, but that also express hope and the wish to overcome the challenges of the profession; and 3) pedagogical support in the realization of teaching, which adresses questions related to the possibilities and challenges that marked the learning-teaching process in the pandemic. It&#8217;s important to consider that the intensity of the challenges and possibilities experienced in teaching in the pandemic varies according to the history and the meanings constructed by the teachers, from their experiences, emotions and professional needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Con la pandemia de la Covid-19, la educación se vio fuertemente impactada. En este contexto surgió la necesidad de este estudio, cuyo objetivo es comprender las dificultades de la docencia durante la pandemia de la Covid-19 a partir del análisis de las significaciones de dos profesoras que experimentaron los efectos de dicho brote infeccioso en la educación escolar. De carácter cualitativo, la investigación se llevó a cabo mediante entrevistas semiestructuradas con dos profesoras de los primeros años de la educación primaria de una escuela en un municipio del estado de Ceará, Brasil. Los resultados se analizan a través de un núcleo de significación, denominado "dificultades de la docencia en la pandemia: desafíos y posibilidades de construirse como profesor/a". Dicho núcleo está compuesto por tres indicadores: 1) necesidades formativas, pedagógicas y escolares, que abordan la necesidad de construir nuevos conocimientos y prácticas educativas para enfrentar los desafíos vividos en la escuela; 2) emociones experimentadas en el contexto de la pandemia, que reflejan sufrimientos manifestados como angustia y dificultades profesionales, pero que también expresan esperanza y el deseo de superar los retos de la profesión; y 3) apoyo pedagógico en el desempeño de la actividad docente, que aborda cuestiones relacionadas con los desafíos y las posibilidades que marcaron el proceso de enseñanza y aprendizaje durante la pandemia. Es importante considerar que la intensidad de los desafíos y posibilidades vividos por las docentes durante la pandemia varía en función de la historicidad y las significaciones construidas por ellas, a partir de sus experiencias, emociones y necesidades profesionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Necessidades profissionais]]></kwd>
<kwd lng="pt"><![CDATA[Atividade docente]]></kwd>
<kwd lng="pt"><![CDATA[Processos de significação]]></kwd>
<kwd lng="en"><![CDATA[Professional needs]]></kwd>
<kwd lng="en"><![CDATA[Teaching activity]]></kwd>
<kwd lng="en"><![CDATA[Processes of meaning]]></kwd>
<kwd lng="es"><![CDATA[Necesidades profesionales]]></kwd>
<kwd lng="es"><![CDATA[Actividad docente]]></kwd>
<kwd lng="es"><![CDATA[Procesos de significación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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