<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592020000100518</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i0.21665</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente e educação profissional: análise a partir de Shulman e Fleck]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching training and professional education: analysis from Shulman and Fleck]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente y educación profesional: análisis de Shulman y Fleck]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marilandi Maria Mascarello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Maria Cristina Pansera de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Slongo]]></surname>
<given-names><![CDATA[Ione Ines Pinsson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Programa de Pós-Graduação em Educação nas Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Fronteira Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100518&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100518&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100518&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo relata estudo que teve o objetivo de analisar aspectos da formação docente para a atuação na educação profissional a partir do pensamento de Shulman (1986, 2005), Fleck (2010)e seus intérpretes. Trata-se de pesquisa bibliográfica, orientada pela Análise Textual Discursiva (MORAES; GALLIAZI, 2013). Nas obras de Shulman o foco esteve nas categorias de saberes docentes, particularmente o &#8220;conhecimento pedagógico do conteúdo&#8221;. Na obra de Fleck foram priorizadas as categorias epistemológicas &#8220;estilo de pensamento&#8221;, &#8220;coletivo de pensamento&#8221;, &#8220;círculos&#8221; e &#8220;circulações&#8221; de ideias. Essas categorias mostraram-se profícuas para uma análise dos saberes da docência presentes na formação e na prática dos professores da educação profissional. Considerando a aproximação existente entre as categorias teóricas dos dois autores, foi possível analisar que a aquisição do conhecimento pedagógico do conteúdo, pelos docentes da educação profissional, ocorre, de modo geral, no exercício da docência e em processos formativos. Em ambas as situações, houve destaque para a inserção dos docentes em distintos coletivos de pensamento, bem como para a circulação de ideias, em âmbitos intra e intercoletivos. Desse modo, tanto a formação quanto o cotidiano da docência na educação profissional, enquanto um espaço de educação continuada, mostraram-se lócus privilegiados para a aquisição e disseminação dos conhecimentos necessários à docência, particularmente o conhecimento pedagógico do conteúdo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article reports a study that aimed to analyze aspects of teacher training for acting in professional education based on the thoughts of Shulman (1986, 2005), Fleck (2010) and their interpreters. This is a bibliographic research, guided by Discursive Textual Analysis (MORAES; GALLIAZI, 2013). In Shulman's works the focus was on the categories of teaching knowledge, particularly &#8220;pedagogical knowledge of content&#8221;. In Fleck's work, the epistemological categories &#8220;style of thinking&#8221;, &#8220;collective of thought&#8221;, &#8220;circles&#8221; and &#8220;circulations&#8221; of ideas were prioritized. These categories proved to be useful for an analysis of the teaching knowledge present in the training and practice of teachers in professional education. Considering the approximation between the theoretical categories of the two authors, it was possible to analyze that the acquisition of pedagogical knowledge of the content, by the teachers of professional education, occurs, in general, in the exercise of teaching and in training processes. In both situations, there was an emphasis on the insertion of teachers in different thought collectives, as well as the circulation of ideas, at intra and intercollective levels. In this way, both the training and the teaching routine in professional education, as a space for continuing education, proved to be a privileged locus for the acquisition and dissemination of the knowledge necessary for teaching, particularly the pedagogical knowledge of the content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo informa sobre un estudio que tuvo como objetivo analizar aspectos de la formación del profesorado para actuar en la educación profesional con base en los pensamientos de Shulman (1986, 2005), Fleck (2010) y sus intérpretes. Esta es una investigación bibliográfica, guiada por el análisis textual discursiva (MORAES; GALLIAZI, 2013). En las obras de Shulman, el enfoque se centró en las categorías de enseñanza del conocimiento, particularmente "conocimiento pedagógico del contenido". En el trabajo de Fleck, se priorizaron las categorías epistemológicas "estilo de pensamiento", "colectivo de pensamiento", "círculos" y "circulaciones" de ideas. Estas categorías demostraron ser útiles para un análisis del conocimiento docente presente en la formación y práctica de los docentes en educación profesional. Considerando la aproximación existente entre las categorías teóricas de los dos autores, fue posible analizar que la adquisición del conocimiento pedagógico del contenido, por parte de los docentes de educación profesional, se produce, en general, en el ejercicio de la enseñanza y en los procesos formativos. En ambas situaciones, se hizo hincapié en la inserción de docentes en diferentes colectivos de pensamiento, así como en la circulación de ideas, en los niveles intra e intercolectivos. De esta manera, tanto la formación como la rutina de enseñanza en la educación profesional, como un espacio para la educación continua, demostraron ser un lugar privilegiado para la adquisición y difusión del conocimiento necesario para la enseñanza, particularmente el conocimiento pedagógico del contenido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Shulman e os saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia de Fleck]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Docência na educação profissional.]]></kwd>
<kwd lng="en"><![CDATA[Shulman and teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Fleck's epistemology]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching in professional education.]]></kwd>
<kwd lng="es"><![CDATA[Shulman y enseñanza del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[La epistemología de Fleck]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Docencia en educación professional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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