<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2007000200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação inicial e continuada dos professores de adolescentes: os adolescentes existem?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Analise de Jesus da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,UFMG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2007</year>
</pub-date>
<volume>07</volume>
<numero>21</numero>
<fpage>199</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2007000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2007000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2007000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esse texto tem por objetivo apresentar considerações tecidas em nossa pesquisa de Mestrado2 discutindo as relações entre formadores, professores e adolescentes da formação inicial à prática na Educação Básica. A primeira consideração que se destaca é a quase inexistência da abordagem das vivências dos adolescentes nas práticas dos formadores. A ausência de conteúdos que discutam esse momento do desenvolvimento humano revela uma negação da importância do estudo de suas vivências específicas. A segunda delas é a forte identificação entre a concepção de educação adotada pelos formadores e suas manifestações na prática pedagógica deles. As manifestações que aparecerem, aqui, são a relação que os formadores estabelecem com os licenciandos, a concepção que os formadores têm de formação de professores, o grau de inserção dos formadores no processo da Educação Superior. E são, em grande medida, resultantes da concepção educacional adotada pelos formadores, da não exigência de formação didática e/ou de vivências com aquelas etapas educacionais pelos formadores, pela inexistência de uma política de formação continuada e até mesmo de espaços pedagógicos e físicos que facilitem as práticas coletivas dos formadores. Constatamos escassez de bibliografia concernente a adolescentes, adolescentes pobres, formação inicial e continuada de formadores da Educação Superior, como, também, de bibliografia que trate da relação entre estes temas e entre os sujeitos envolvidos neles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This text aims to present considerations previously introduced by ourselves in our Master’s research, which brought up the relationships between teacher’s trainers, teachers and teenager students, from the initial teacher’s professional schooling to the practice at Basic Education. The first consideration emphasizes the almost non-existence of teenagers life approach in the experience of teacher’s trainers. The absence of curricular subjects that discuss this stage of human development brings about a denial of the importance of the study of their specific life experiences. The second consideration is the strong identification of the education conception adopted by teacher’s trainers with its manifestation in their pedagogical practice. Such manifestations, here, are the relationship that trainers establish with their graduate students, the conceptions held by trainers about teacher’s schooling, the degree of insertion of trainers at third level education. And they are, to a great extent, resulting from the educational conception adopted by trainers, from the non-requirement of didactic schooling and/or of practices at those educational stages by the trainers, from the non-existence of a life-long schooling policy and even from the pedagogical and physical spaces that facilitate group practices of trainers. We acknowledged lack of bibliography concerning adolescents, poor adolescents, initial and life-long education of trainers of third level education as well as bibliography dealing with the relationship between these subjects and the subject people involved with them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Adolescentes]]></kwd>
<kwd lng="en"><![CDATA[Initial Education of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A forma&ccedil;&atilde;o inicial e  continuada dos professores de adolescentes: os adolescentes existem?</h2> <h3>Initial and life-long education of teachers for adolescents: do adolescents  exist?</h3>     <p>&nbsp;</p> <h4>Analise de Jesus da Silva    <br> </h4> </font>      ]]></body>
</article>
