<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742007000100011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Posturas docentes e formação universitária de professores do ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esposito]]></surname>
<given-names><![CDATA[Yara Lúcia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Marina M. R.]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Cesar A. A.]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bizzocchi]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A11">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A11">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A11">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A11">
<institution><![CDATA[,Colégio Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A11">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2007</year>
</pub-date>
<volume>37</volume>
<numero>130</numero>
<fpage>227</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742007000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742007000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742007000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo desse trabalho foi avaliar se a participação de professores de redes municipais do Estado de São Paulo em um programa de licenciatura em nível superior, oferecido por duas renomadas universidades paulistas, ocasionava alteração nas posturas docentes dos alunos-professores. Os dados - respostas de 1.272 participantes a 17 simulações de situações problemas apresentadas no início e no final do programa - foram analisadas por meio de procedimentos estatísticos. Os resultados mostraram que 30% dos alunos-professores sofreram modificações de perfil nas posturas estudadas no sentido esperado. Isso parece indicar que os participantes apresentaram, ao final do Programa, maior tendência para dominar e planejar situações didáticas que envolviam os conteúdos básicos das áreas de conhecimento; reconhecer e empregar adequadamente os recursos e tecnologias disponíveis no processo de ensino-aprendizagem; e valer-se da teoria para orientar a prática docente e a avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The goal of this study was to evaluate if participation in a university level Education program (devoted to form elementary teachers) caused an impact on the postures of pupils that were already teaching at counties' schools. The data - answers given by 1272 participants linked to two highly known universities in the state of São Paulo (Brazil) to 17 simulations that encompassed initial and final evaluation - were analyzed by statistical procedures. The results showed that 30% of the subjects had their profiles altered in the expected direction in the focused postures, implying that at the end of the Program they demonstrated a tendency to dominate and plan didactic situations involving basic contents of knowledge areas; recognize and employ adequately the resources and the technologies available to the teaching and learning process; and to use theory to orient teaching and evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação do Programa]]></kwd>
<kwd lng="pt"><![CDATA[Perfil Profissional do Professor]]></kwd>
<kwd lng="pt"><![CDATA[Prática de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia da Educação]]></kwd>
<kwd lng="en"><![CDATA[Programme Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teacher Profile]]></kwd>
<kwd lng="en"><![CDATA[Educational Practice]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Posturas docentes e forma&ccedil;&atilde;o  universit&aacute;ria de professores do ensino fundamental.</h2> <h3>Pedagogical postures and undergraduate studies of teacher linked to  fundamental school.</h3>     <p>&nbsp;</p> <h4>Claudia Davis, Yara L&uacute;cia  Esposito, Marina M. R. Nunes, Cesar A. A. Nunes, Miriam Bizzocchi    <br> </h4> </font>      ]]></body>

</article>
