<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000200543</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i2p543-573</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO INICIAL DE PROFESSORES E A EDUCAÇÃO INFANTIL: O QUE DIZEM OS EGRESSOS DO CURSO DE PEDAGOGIA DA UFMG QUE SE GRADUARAM NOS ANOS DE 2011 E 2012]]></article-title>
<article-title xml:lang="en"><![CDATA[INITIAL EDUCATION OF TEACHERS AND EARLY CHILDHOOD EDUCATION: WHAT UFMG&#8217;S PEDAGOGY STUDENTS GRADUATED IN 2011 AND 2012 SAY]]></article-title>
<article-title xml:lang="es"><![CDATA[A FORMACIÓN INICIAL DE PROFESORES Y LA EDUCACIÓN INFANTIL: QUÉ DICEN LOS EGRESADOS DEL CURSO DE PEDAGOGÍA DE LA UFMG QUE SE GRADUARON EN LOS AÑOS 2011 Y 2012]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[Ademilson de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFMG Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>543</fpage>
<lpage>573</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000200543&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000200543&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000200543&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Após situar o debate atual sobre formação e formação inicial de professores, este texto aborda a relevância desse tema para a Educação Infantil como primeira etapa da Educação Básica, a partir de autores como Campos (2007), Kishimoto (2011), Kramer (2011), Vieira (2017), Gatti (2008), Tardif (2010), Santos e Diniz-Pereira (2016), entre outros. Alguns aspectos da configuração normativa do curso de Pedagogia no Brasil são discutidos com base em autores como Saviani (2007), Libâneo (2005, 2006) e Bzerzinski (2008) para, em seguida, apresentar os dados da pesquisa, que utilizou questionário e entrevistas com os egressos do curso de Pedagogia da Universidade Federal de Minas Gerais (UFMG), sendo 335 egressos do curso a distância, que ingressaram em 2008 e o concluíram em 2011; e 264 egressos do curso presencial, ingressantes em 2008 e concluintes em 2011 e 2012. A pesquisa indicou que os egressos têm uma avaliação bastante positiva do curso, mas apontam lacunas, tais como: ausência da prática como componente curricular; fragilidade da articulação entre as dimensões técnica, teórica e científica da formação; cumprimento burocratizado da carga horária de estágio; utilização insuficiente das novas tecnologias e das mídias digitais. Os egressos demandam ainda que os professores do curso sejam mais flexíveis e abertos ao diálogo. Fica evidente o impacto do curso na trajetória profissional dos participantes da pesquisa, pois 70,4% dos egressos do curso presencial e 92,6% do curso a distância atuam como docentes na Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT After situating the current debate on education and initial education of teachers, this text discusses the relevance of this theme for Early Childhood Education as a first step of Basic Education, drawing from authors such as Campos (2007), Kishimoto (2011), Kramer (2011), Vieira (2017), Gatti (2008), Tardif (2010), Santos and Diniz-Pereira (2016), among others. Some aspects of the normative setting of the Pedagogy course in Brazil are discussed based on authors such as Saviani (2007), Libâneo (2005, 2006) and Bzerzinski (2008) and then the research data is presented, which used questionnaire and interviews, held with the UFMG&#8217;s Pedagogy course graduate students, 335 of those being distance learning course graduates, who joined in 2008 and concluded in 2011; and 264 being on-site course graduates who joined in 2008 and concluded in 2011 and 2012. The research has indicated that the graduates have a very positive assessment of the course, but they highlight gaps such as: absence of practice as a curricular component; weak articulation between the technical, theoretical and scientific aspects of the education; compliance with bureaucratic internship workload; insufficient use of new technologies and digital media. The graduates claim the professors of the course are more flexible and open to dialog. The impact of the course on the professional trajectory of the survey participants is clear, since 70.4% of the on-site course graduates and 92.6% of the distance-learning course graduates act as teachers in Basic Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[    RESUMEN  Después de situar el debate actual sobre formación y formación inicial de profesores, este texto aborda la relevancia de este tema para la Educación Infantil como primera etapa de la Educación Básica, a partir de autores como Campos (2007), Kishimoto (2011), Kramer (2011), Vieira (2017), Gatti (2008), Tardif (2010), Santos e Diniz-Pereira (2016), entre otros. Algunos aspectos de la configuración normativa del curso de Pedagogía en Brasil son discutidos con base en autores como Saviani (2007), Libâneo (2005, 2006) e Bzerzinski (2008), para luego presentar los datos de la investigación, que utilizó cuestionario y entrevistas con los egresados del curso de Pedagogía de la Universidad Federal de Minas Gerais (UFMG), siendo 335 egresados del curso a distancia, que ingresaron en 2008 y lo concluyeron en 2011; y 264 egresados del curso presencial, ingresantes en 2008 y concluyentes en 2011 y 2012. La investigación indicó que los egresados tienen una evaluación bastante positiva del curso, pero señalan lagunas, tales como: ausencia de la práctica como componente curricular; fragilidad de la articulación entre las dimensiones técnica, teórica y científica de la formación; cumplimiento burocratizado de la carga horaria de las prácticas; utilización insuficiente de las nuevas tecnologías y los medios digitales. Los egresados demandan aún que los profesores del curso sean más flexibles y abiertos al diálogo. Es evidente el impacto del curso en la trayectoria profesional de los participantes de la investigación, pues el 70,4% de los egresados del curso presencial y el 92,6% del curso a distancia actúan como docentes en la Educación Básica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Profissionais da Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Egressos do curso de Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[UFMG]]></kwd>
<kwd lng="en"><![CDATA[Initial education]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education professionals]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy graduates]]></kwd>
<kwd lng="en"><![CDATA[UFMG]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Profesionales de la Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Egresados del curso de Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[UFMG]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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