<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812010000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O trabalho docente do professor formador no contexto atual das reformas e das mudanças no mundo contemporâneo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Patrícia C.Albieri de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hobold]]></surname>
<given-names><![CDATA[Marcia de Souza]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ambrosetti]]></surname>
<given-names><![CDATA[Neusa Banhara]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Laurizete Ferragut]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>91</volume>
<numero>227</numero>
<fpage>122</fpage>
<lpage>143</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812010000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812010000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812010000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Discute dados de uma pesquisa que focaliza o trabalho do professor formador. Optou-se por debater os principais desafios apontados pelos professores, bem como as estratégias por eles utilizadas no enfrentamento das novas demandas do seu trabalho. Foram realizados quatro estudos de caso em universidades de diferentes regiões do País, públicas e privadas, entrevistados 53 professores formadores, e analisados projetos pedagógicos. Os resultados das análises revelaram muitas mudanças no alunado que busca os cursos de formação, o que leva os professores formadores a reconstruir seus saberes e suas práticas. Essas mudanças não são incorporadas pelos projetos institucionais, deixando à iniciativa individual dos formadores a tarefa de enfrentá-las.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Based on data from a research that focus on the work of teachers’ educators, we discuss the main challenges pointed out by teachers and their strategies to cope with new work demand. Four case studies were carried out in public and private universities from different Brazilian regions, 53 teacher educators were interviewed, and pedagogical projects were analyzed. The results show many changes in the students’ characteristics, what called for a revision of educators’ knowledge and practices. We find that these changes are not being considered in institutional projects, what leaves to teacher educators themselves the task of facing them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Professor Formador]]></kwd>
<kwd lng="pt"><![CDATA[Contexto Institucional]]></kwd>
<kwd lng="pt"><![CDATA[Mudanças Sociais]]></kwd>
<kwd lng="en"><![CDATA[Docent Work]]></kwd>
<kwd lng="en"><![CDATA[Teacher Educators]]></kwd>
<kwd lng="en"><![CDATA[Institutional Context]]></kwd>
<kwd lng="en"><![CDATA[Social Changes]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O trabalho docente do  professor formador no contexto atual das reformas e das mudan&ccedil;as no mundo  contempor&acirc;neo.</h2> <h3>The docent work of teacher educators in the context of reforms and  changes in contemporary world.</h3>     <p>&nbsp;</p> <h4>Marli Eliza Dalmazo Afonso  de Andr&eacute;, Patr&iacute;cia C.Albieri de Almeida, Marcia de Souza Hobold, Neusa  Banhara Ambrosetti, Laurizete Ferragut Passos, Ana L&uacute;cia Manrique    <br> </h4> </font>      ]]></body><back>
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