<?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>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702022000300027</article-id>
<article-id pub-id-type="doi">en.36367/ntqr.12.2022.e627</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação Inicial de Professores no Brasil e Portugal: Uma Investigação Qualitativa em Tempos de Pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Unglaub]]></surname>
<given-names><![CDATA[Tânia Regina da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Betina da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Francislê Neri de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A5"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventura]]></surname>
<given-names><![CDATA[Lidnei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Adventista de São Paulo UNASP ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de Investigação Didática e Tecnologia na Formação de Formadores - CIDTFF  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Andrews University - AU  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702022000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702022000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702022000300027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta o percurso de investigação qualitativa, que discute os desafios e aprendizagens na formação inicial de professores do Centro de Educação a Distância da Universidade de Santa Catarina - Brasil (CEAD/UDESC) e do Departamento de Educação e Psicologia da Universidade de Aveiro em Portugal, no período da Pandemia da Covid-19. O contexto da pesquisa se deu em cursos de formação inicial de professores nessas instituições educacionais. Trata-se uma pesquisa qualitativa, exploratória, tipo estudo de caso, conforme a concepção de Yin (2015). O corpus da pesquisa foi constituído por fontes documentais; entrevistas semiestruturadas, que correram por encontros síncronos, via plataforma Zoom e questionários e depoimentos realizados de forma assíncrona, via e-mail. Participaram das entrevistas sete docentes e oito discentes, inseridos nos cursos de formação de ambas universidades. Para análise e interpretação dos dados, apoiadas pelo software WebQDA, foram utilizados os princípios da análise de conteúdo, conforme preconizada por Bardin (2016), organizada em três etapas: 1) pré-análise, 2) exploração do material e 3) tratamento dos resultados, inferência e interpretação. Na codificação dos dados foram elencadas duas categorias principais: dificuldades e aprendizagens, das quais emergiram uma série de subcategorias. A definição do percurso metodológico aplicado a essa investigação qualitativa reuniu etapas, processos e técnicas selecionados para a construção do estudo e, por consequência, a sua articulação com o arcabouço teórico e os objetivos da pesquisa. A utilização do software WebQDA , inspirada nos estudos de Neri de Souza, Neri de Souza, Costa, Moreira, &amp; Freitas, (2017); Souza, Costa, &amp; Moreira, (2011)foi importante para o tratamento dos dados, que uma vez inseridos, abriram um leque de possibilidades para o desenho da análise com múltiplas variáveis de classificação, bem como a articulação e triangulação com as diferentes fontes de dados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the qualitative research path, which discusses the challenges and learning in the initial training of teachers of the Centre for Distance Education of the Santa Catarina State University in Brazil (CEAD/UDESC)and of the Department of Education and Psychology of the University of Aveiro in Portugal, in the period of the Covid-19 Pandemic. The research context took place in initial teacher training courses in these educational institutions. This is a qualitative, exploratory, case study type research, according to Yin's (2015) conception. The research corpus consisted of documentary sources; semi-structured interviews, which ran through synchronous meetings, via the Zoom platform and questionnaires and testimonies carried out asynchronously, via email. Seven professors and eight students participated in the interviews, included in the training courses of both universities. For data analysis and interpretation, supported by the WebQDA software, the principles of content analysis were used, as recommended by Bardin (2016), organized in three stages: 1) pre-analysis, 2) exploration of the material and 3) treatment of the data. results, inference and interpretation. In coding the data, two main categories were listed: difficulties and learning, from which a series of subcategories emerged. The definition of the methodological approach applied to this qualitative investigation brought together stages, processes and techniques selected for the construction of the study and, consequently, its articulation with the theoretical framework and the research objectives. The use of the WebQDA software, inspired by the studies of Neri de Souza,Neri de Souza, Costa, Moreira, &amp; Freitas, (2017); Souza, Costa, &amp; Moreira, (2011) was important for the treatment of the data, which, once inserted, opened up a range of possibilities for the design of the analysis with multiple classification variables, as well as the articulation and triangulation with the different sources of data.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa Qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Research]]></kwd>
<kwd lng="en"><![CDATA[Content analysis]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[Pandemic-Covid-19.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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