<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032021000200228</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i2.46780</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação continuada de professores de Educação Física a partir de um espaço coletivo escolar: uma experiência no Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación continua de profesores de Educación Física desde un espacio escolar colectivo: una experiencia en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The continuing education of Physical Education teachers from a collective school space: an experience in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vedovatto]]></surname>
<given-names><![CDATA[Dijnane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubino]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>228</fpage>
<lpage>263</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000200228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000200228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000200228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A prática docente exige diversos saberes, que não se esgotam na formação inicial, isso foi percebido por meio da experiência de uma das autoras ao iniciar a carreira docente, levantando muitos questionamentos, que desencadearam em uma pesquisa de mestrado profissional em educação sobre a temática. Assim, a formação continuada é de grande importância para a prática profissional, tendo como desafio abordagens baseadas na realidade dos professores. Este artigo teve como objetivo identificar e analisar os processos formativos no local de trabalho realizado dentro do Horário de Trabalho Pedagógico Coletivo &#8211; HTPC, da área específica de Educação Física, ofertado pela Secretaria Municipal de Educação do interior do estado de São Paulo, bem como investigar as percepções de 30 professores e uma coordenadora sobre possíveis influências destes processos formativos no exercício da docência. Tal pesquisa é de natureza qualitativa, possui características de estudo de caso, tendo como instrumentos da coleta de dados a análise documental, questionários e entrevista semi estruturada. Apresenta como orientação teórica a literatura que fundamenta a discussão sobre a aprendizagem e desenvolvimento profissional da docência, na perspectiva da profissionalização do ensino. Os resultados indicam que as ações desenvolvidas no HTPC promovem diversos saberes que contribuem para os múltiplos desafios da prática pedagógica, uma vez que a proposta do HTPC prevê estreita relação com a prática dos professores, bem como um protagonismo, o que gera um movimento de constante reflexão entre a prática desenvolvida nas escolas, e a formação continuada no HTPC. A criação e manutenção do HTPC em questão permitiu significativo desenvolvimento profissional, o que contribuiu para o trabalho docente nas escolas, e para o processo de profissionalização do ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica docente requiere de varios tipos de conocimientos, los cuales no se limitan a la formación inicial, esto se percibió a través de la experiencia de una de las autoras al iniciar su carrera docente, suscitando múltiples interrogantes, que desencadenaron una investigación de maestría profesional en educación sobre el tema. Así, la formación continua es de gran importancia para la práctica profesional, con el desafío de planteamientos basados en la realidad de los docentes. Este artítculo tiene como objetivo identificar y analizar los procesos formativos en el lugar de trabajo realizados dentro del Horario de Trabajo Pedagógico Colectivo (HTPC), en el área específica de la educación física, así como investigar las percepciones de 30 docentes y una coordinadora sobre la posible influencia de estos procesos formativos en el ejercicio de la docencia. Esta investigación es de carácter cualitativo, estudio de caso y utiliza el análisis documental, cuestionarios y entrevistas semiestructuradas. Presenta, como guía teórica, la literatura en la cual se basa la discusión sobre el aprendizaje y el desarrollo profesional de la docencia desde la perspectiva de la profesionalización docente. Los resultados indican que las acciones llevadas a cabo en el HTPC promueven conocimientos diversos que contribuyen a los múltiples desafíos de la práctica pedagógica, ya que la propuesta del HTPC prevé una estrecha relación con la actividad docente, así como un rol de prevalencia, lo que genera un movimiento de reflexión constante entre la práctica desarrollada en las escuelas y la formación continua dentro del HTPC. La creación y el mantenimiento de dicho HTPC ha permitido un importante desarrollo profesional, lo que ha contribuido al ejercicio de la docencia en las escuelas y al proceso de profesionalización de la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching practice requires several types of knowledge, which are not limited to initial training, this was perceived through the experience of one of the authors when beginning her teaching career, raising many questions, which triggered a professional master's research in education on the subject. Thus, continuing education is of great importance for professional practice, with the challenge of approaches based on the reality of teachers. This article had the objective to identify and analyse the formative processes at the workplace performed within the Collective Pedagogic Working Hours (CPWC) in the area of Physical Education in Piracicaba - Brazil. We focus on the perceptions of 30 teachers and one pedagogical coordinator about the influences of these formative processes in the teaching practice. This qualitative study can be characterised as a case study, which utilised data collected through documental analysis, questionnaires and semi-structured interviews. The theoretical background is the literature on learning and professional development of teachers, from the perspective of the professionalization of teaching. The results indicate that the activities developed in the CPWC have strong relationship with the challenges of the pedagogical practice of the teachers and values teacher&#8217;s perspectives. The formative practices within the program promotes an iterative reflexive process of the pedagogical interventions developed by teachers and also their participation in the CPWC initiative. Thus, the study suggests that the creation and development of the CPWC contributes to the collective construction and participation of teachers in their formative processes, with positive implications for teaching professionalisation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de docentes]]></kwd>
<kwd lng="pt"><![CDATA[educação permanente]]></kwd>
<kwd lng="pt"><![CDATA[horário escolar]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[educación permanente]]></kwd>
<kwd lng="es"><![CDATA[horario escolar]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[permanent education]]></kwd>
<kwd lng="en"><![CDATA[school timetable]]></kwd>
</kwd-group>
</article-meta>
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