<?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>S2176-66812010000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um programa de formação de professores: o caso da Universidade de São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pipitone]]></surname>
<given-names><![CDATA[Maria Angélica Penatti]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuffi]]></surname>
<given-names><![CDATA[Edna Maura]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[Noeli Prestes Padilha]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,USP Escola Superior de Agricultura Luiz de Queiroz ]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,USP Instituto de Ciências Matemáticas e de Computação ]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,USP Faculdade de Filosofia, Ciências e Letras ]]></institution>
<addr-line><![CDATA[Ribeirão Preto ]]></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>144</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812010000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812010000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812010000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Relata o percurso, da definição à implantação, a partir de 2004, do Programa de Formação de Professores da Universidade de São Paulo (USP). Toma como recurso de análise a trajetória de implantação do referido Programa em duas unidades dessa universidades - nas licenciaturas em Ciências Agrárias e Ciências Biológicas da Escola Superior de Agricultura “Luiz Queiroz” (Esalq) e na licenciatura em Matemática do Instituto de Ciências Matemáticas e de Computação (ICMC) -, a partir do estudo das diretrizes oficiais para a formação de professores e dos aspectos teórico-metodológicos que permeiam estas normas legais. O processo, aqui trazido, aponta desafios de toda ordem, como o desenvolvimento dos conceitos de estágio supervisionado, de prática como componente curricular e de atividades acadêmico-científico-culturais, além das dificuldades inerentes à construção de uma nova identidade docente no interior dos cursos de licenciatura e na própria universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article describes the trajectory of the Universidade de São Paulo (USP) Teacher Training Program since 2004, from its creation to its implementation. We analyze this implementation process in two faculties of the university - Agrarian Sciences and Biological Sciences Programs of the Escola Superior de Agricultura “Luiz de Queiroz” (Esalq) and Mathematics Program of the Instituto de Ciências Matemáticas e de Computação (ICMC) - considering the official guidelines on teacher training, and the theoretical and methodological aspects encompassing those rules. The process report presented here points out to challenges like developing concepts like supervised internship, practice as a curricular component, and cultural-scientific-academic activities, as well as dealing with inherent difficulties to build a new identity in the courses and in the university.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciaturas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Bachelor Degree]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Um programa de forma&ccedil;&atilde;o de  professores: o caso da Universidade de S&atilde;o Paulo.</h2> <h3>A teacher training program of Universidade de S&atilde;o Paulo: case study.</h3>     <p>&nbsp;</p> <h4>Maria Ang&eacute;lica Penatti  Pipitone, Edna Maura Zuffi, Noeli Prestes Padilha Rivas</h4>     <p>&nbsp;</p> </font>      ]]></body><back>
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