<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062012000300010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Revista Nova Escola: o discurso pedagógico em pauta]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra]]></surname>
<given-names><![CDATA[Giovani Ferreira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Doracina Aparecida de Castro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>41</numero>
<fpage>166</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo objetiva descrever a Revista Nova Escola e algumas de suas tematizações quanto à pauta pedagógica. Além disso, divulga os resultados de um levantamento realizado junto ao banco de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) acerca das pesquisas acadêmicas que, entre 2001 e 2010, tomaram-na como mote, haja vista seu forte apelo na formação docente. Os dados apontam 46 estudos focalizados na revista, dentre trabalhos de mestrado e doutorado, com predominância dos primeiros. Os temas mais pesquisados, segundo a leitura dos resumos disponíveis no portal Capes, referem-se à forma como o periódico representa a identidade docente, as interfaces entre linguagem, discurso e manipulação ideológica, além de pesquisas que investigam o posicionamento de Nova Escola sobre práticas pedagógicas voltadas ao ensino de disciplinas escolares. Alguns assuntos frequentemente abordados pela revista têm sido negligenciados pelas dissertações e teses, pois não foram sequer encontradas pesquisas referentes às concepções do periódico quanto à escola inclusiva e alfabetização, dentre outros. Indica-se, portanto, a existência de lacunas no estudo das interfaces entre educação e imprensa pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article aims to describe the Nova Escola Magazine and some of his staff about the educational thematizations. In addition, disclose the results of a survey conducted at the bank of theses and dissertations of the Coordination of Improvement of Higher Education Personnel (Capes) about the academic research that between 2001 and 2010, took it as a motto, given its strong appeal in teacher education. The data indicate that the magazine is the subject of 46 studies, including masters and doctoral work, with a predominance of the former. The most searched topics, second reading of abstracts available in the portal Capes, refer to the journal represents how teacher identities, interfaces between language, discourse and ideological manipulation, and research to study the positioning of the Nova Escola on practices teaching aimed at teaching school subjects. Some issues addressed by the magazine often have been neglected for dissertations and theses, because they were not even found research on the conceptions of the journal for inclusive schools and literacy, among others. Indicates, therefore, the existence of gaps in the study of interfaces between education and educational media.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Imprensa Periódica Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Mídia e Educação]]></kwd>
<kwd lng="pt"><![CDATA[Revista Nova Escola]]></kwd>
<kwd lng="pt"><![CDATA[Discurso Pedagógico]]></kwd>
<kwd lng="en"><![CDATA[Educational Periodical Press]]></kwd>
<kwd lng="en"><![CDATA[Media and Education]]></kwd>
<kwd lng="en"><![CDATA[Nova Escola Magazine]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic Discourse]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Revista  Nova Escola: o discurso pedag&oacute;gico em pauta.</h2> <h3>Nova Escola magazine: the pedagogical discourse on the  agenda.</h3>     <p>&nbsp;</p> <h4>Giovani  Ferreira Bezerra, Doracina Aparecida de Castro Araujo    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
