<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102012000300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pobreza na formação docente: a situação de pobreza na formação das futuras professoras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Samuel Gabriel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yannoulas]]></surname>
<given-names><![CDATA[Silvia Cristina]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade de Brasília  ]]></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>16</volume>
<numero>03</numero>
<fpage>251</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102012000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102012000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102012000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo discute o tratamento outorgado à situação de pobreza na formação das futuras professoras. Buscou-se compreender, através de um estudo de caso, os elementos de reflexão e de prática que recebem as futuras professoras da rede pública do ensino fundamental durante sua formação universitária, para posteriormente enfrentar essa marcante característica da realidade social brasileira ao interior da instituição escolar. A hipótese formulada foi que a pobreza é abordada apenas superficialmente, e que elas sentem necessidade de inclusão da temática dentro de sua formação, visando lidar com a realidade escolar dessa parcela da sociedade que não tem suas necessidades básicas atendidas. Foram utilizadas as seguintes técnicas de pesquisa: a análise documental das diretrizes curriculares e ementas atualmente vigentes para a formação das professoras dos primeiros anos do ensino fundamental, a aplicação de questionários fechados junto a 26 estudantes do último ano do curso de Pedagogia e junto a 25 estudantes da licenciatura, e a realização de entrevistas semiestruturadas junto a sete professoras em exercício em escolas de ensino fundamental. Constatou-se que: 1. a situação de pobreza não é tratada diretamente no curso de Pedagogia, e 2. as alunas do curso pensam que esse assunto deveria ser acrescentado em sua formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the treatment given to the situation of poverty in the professional training of future teachers. The authors intended to understand, through a case study, the elements of refl ection and practice that the future teachers of the public elementary education network receive during their undergraduate university education, so that they can face this remarkable feature of Brazil’s social reality that is present also in the educational system. The hypothesis was that poverty is approached only superfi cially and that the future teachers require the inclusion of this topic in their training in order to deal with the reality of this part of society that does not have its basic needs met. The following research techniques were used: documental analysis of the current curricular guidelines and course descriptions for the training of teachers of the early years of elementary school, application of closed questionnaires to 26 students of the last year of the School of Education and to 25 teacher training students, as well as semi-structured interviews with seven teachers who are working in elementary schools. It was found that: 1. the situation of poverty is not directly addressed in the School of Education, 2. the Education students think that this subject should be added to teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professoras]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Poverty]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  pobreza na forma&ccedil;&atilde;o docente: a situa&ccedil;&atilde;o de pobreza na forma&ccedil;&atilde;o das futuras  professoras.</h2> <h3>Poverty in teacher training: the situation of poverty in  the professional training of future teachers.</h3>     <p>&nbsp;</p> <h4>Samuel  Gabriel Assis, Silvia Cristina Yannoulas    <br> </h4> </font>      ]]></body><back>
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<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Educação]]></source>
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<issue>50</issue>
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</back>
</article>
