<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822018000100074</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.1.29721</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento profissional docente na contemporaneidade: implicações transformadoras para o ser e para o fazer]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; professional development in contemporaneity: transformative implications for being and doing]]></article-title>
<article-title xml:lang="es"><![CDATA[El desarrollo profesional docente en la contemporaneidad: implicaciones transformadoras para el ser y el hacer]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Bettina Steren dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spagnolo]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stöbaus]]></surname>
<given-names><![CDATA[Claus Dieter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>74</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000100074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo apresenta um di&#225;logo te&#243;rico acerca do desenvolvimento profissional docente e de suas implica&#231;&#245;es para a aprendizagem dos professores em uma perspectiva integrada entre os bin&#244;mios pessoa/profissional e teoria/ pr&#225;tica. Tem como objetivo refletir sobre os distintos aspectos que comp&#245;em o desenvolvimento profissional e sobre as possibilidades de transforma&#231;&#227;o para a qualidade na forma&#231;&#227;o cont&#237;nua dos professores. Caracteriza-se como uma pesquisa bibliogr&#225;fica, de cunho qualitativo, a partir das discuss&#245;es entre os autores embasadas nas leituras dos distintos materiais. Conclui que a forma&#231;&#227;o continuada de professores precisa ser repensada e desenvolvida levando em conta as bases que fundamentam as a&#231;&#245;es das institui&#231;&#245;es de ensino. O desenvolvimento profissional, por esse vi&#233;s, assume papel importante na constitui&#231;&#227;o de espa&#231;os que proporcionam a escuta ativa, o entendimento do outro e a percep&#231;&#227;o da complexidade enquanto compreens&#227;o do todo, a partir das necessidades individuais e coletivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study presents a theoretical dialogue about professional teacher development and its implications for teacher learning in an integrated perspective between the person/professional and theory/practice binomials. The objective was to reflect on the different aspects that make up the professional development and the possibilities of transformation for quality in the continuous education of teachers. The study is characterized as a qualitative bibliographical research, about the authors discussions based on the readings of the different materials. It was possible to understand that the continuous education of teachers needs to be rethought and be more developed taking into account the bases that support the actions of educational institutions. Professional development, through this bias, assumes an important role in the constitution of spaces that provide active listening, the understanding of the other and the perception of complexity as the comprehension of the whole, from individual and collective needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio presenta un di&#225;logo te&#243;rico acerca del desarrollo profesional docente y sus implicaciones para el aprendizaje de los profesores en una perspectiva integrada entre los binomios persona/profesional y teor&#237;a/pr&#225;ctica. El objetivo fue reflexionar sobre los distintos aspectos que componen el desarrollo profesional y las posibilidades de transformaci&#243;n para la calidad en la formaci&#243;n continuada de los profesores. El estudio se caracteriza como una investigaci&#243;n bibliogr&#225;fica, de cu&#241;o cualitativo, a partir de las discusiones entre los autores, basadas en las lecturas de los distintos materiales. Es posible comprender que la formaci&#243;n continuada de profesores necesita ser repensada y ser m&#225;s desarrollada teniendo en cuenta las bases que fundamentan las acciones de las instituciones de ense&#241;anza. El desarrollo profesional, por ese sesgo, desempe&#241;a un papel importante en la constituci&#243;n de espacios que proporcionan la escucha activa, el entendimiento del otro y la percepci&#243;n de la complejidad como la comprensi&#243;n del todo, a partir de las necesidades individuales y colectivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Pessoa]]></kwd>
<kwd lng="pt"><![CDATA[Profissional]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Person]]></kwd>
<kwd lng="en"><![CDATA[Professional]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Persona]]></kwd>
<kwd lng="es"><![CDATA[Profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VYGOTSKY]]></surname>
<given-names><![CDATA[Lev]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Consciousness as a problem in the psychology of behavior]]></article-title>
<source><![CDATA[Soviet Psychology]]></source>
<year></year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>3-35</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
