<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000400720</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1031</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[THEORY AND PRACTICE: between dichotomies and relations in the formation of english teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[TEORIA E PRÁTICA: entre dicotomias e relações na formação de professores de inglês]]></article-title>
<article-title xml:lang="es"><![CDATA[TEORÍA Y PRÁCTICA: entre dicotomías y relaciones en la formación de profesores de inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sorte]]></surname>
<given-names><![CDATA[Paulo Boa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Nayara Stefanie Mandarino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal University of Sergipe Graduate School of Education Undergraduate School of Foreign Languages]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Federal University of Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>720</fpage>
<lpage>745</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400720&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400720&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400720&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Many teachers in pre-service programs see knowledge about approaches, methods, and English teaching techniques - formulated and disseminated by specialists - as distant from reality or impossible to be developed. In order to understand better this problem, this research aims to analyze what is meant by the terms "theory" and "practice" and the possible relationships between them in the context of pre-service English teachers&#8217; development. From that point of view, it may be observed new and/or different views about how teachers are formed and how much this formation has prioritized contact with theories, practices, and their relationships. The theoretical bases are Freire ([1968] 2011), Rajagopalan (1984), Pereira (1988), Kincheloe (1997), Japiassu &amp; Marcondes (2001), Pennycook (2010) and Vieira-Abrahão (2010). Data was collected through semi-structured interviews (Lüdke and André, 1996; RIZZINI, 1999). The results indicate that student teachers understand these conceptions as opposites and that, in many cases, these concepts are not completed or are difficult to complete, rejecting them as a unity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os conhecimentos acerca das abordagens, métodos e técnicas de ensino de inglês, formulados e difundidos por especialistas, são tidos, por muitos professores em formação, como distantes da realidade ou impossíveis de serem desenvolvidos. Para melhor compreender esse problema, esta pesquisa tem o objetivo de analisar o que se entende pelos termos &#8220;teoria&#8221; e &#8220;prática&#8221; e as possíveis relações entre eles no contexto de formação de professores de inglês pré-serviço. Com isso, pode-se lançar novos e/ou diferentes olhares acerca de como professores são formados e o quanto essa formação tem priorizado o contato com teorias, práticas e suas relações. Os pressupostos teóricos são Freire ([1968] 2011), Rajagopalan (1984), Pereira (1988), Kincheloe (1997), Japiassu e Marcondes (2001), Pennycook (2010) e Vieira-Abrahão (2010). Os dados foram obtidos por meio de entrevistas semiestruturadas (LÜDKE e ANDRÉ, 1996; RIZZINI, 1999). Os resultados apontam que alunos-professores entendem esses conceitos como opostos e que, em muitos casos, não se completam ou são difíceis de se completarem, rejeitando-os como unidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los conocimientos sobre los enfoques, métodos y técnicas de enseñanza de inglés, formulados y difundidos por especialistas, son tenidos, por muchos profesores en formación, como distantes de la realidad o imposibles de ser desarrollados. Para comprender mejor este problema, esta investigación tiene el objetivo de analizar lo que se entiende por los términos "teoría" y "práctica" y las posibles relaciones entre ellos en el contexto de formación de profesores de inglés pre-servicio. Con eso, se pueden lanzar nuevas y / o diferentes miradas acerca de cómo los profesores son formados y cuánto esa formación ha priorizado el contacto con teorías, prácticas y sus relaciones. Las bases teóricas son Freire ([1968] 2011), Rajagopalan (1984), Pereira (1988), Kincheloe (1997), Japiassu y Marcondes (2001), Pennycook (2010) y Vieira-Abrahão (2010). Los datos fueron obtenidos por medio de entrevistas semiestructuradas (LÜDKE y ANDRÉ, 1996; RIZZINI, 1999). Los resultados apuntan que los alumnos-profesores entienden estos conceptos como opuestos y que, en muchos casos, no se completan o son difíciles de completar, rechazándolos como unidad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Theory]]></kwd>
<kwd lng="en"><![CDATA[Practice]]></kwd>
<kwd lng="en"><![CDATA[Teacher Development]]></kwd>
<kwd lng="pt"><![CDATA[Teoria]]></kwd>
<kwd lng="pt"><![CDATA[Prática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Teoría]]></kwd>
<kwd lng="es"><![CDATA[La práctica]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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