<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982011000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Busca de paralelismo entre conhecimento pedagógico do conteúdo e processo de raciocínio e ação pedagógica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marcon]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graça]]></surname>
<given-names><![CDATA[Amândio Braga dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Juarez Vieira do]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,Universidade do Porto Portugal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,UFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<volume>27</volume>
<numero>01</numero>
<fpage>261</fpage>
<lpage>293</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982011000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982011000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982011000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ao apresentar as propostas do conhecimento pedagógico do conteúdo e do processo de raciocínio e da ação pedagógica, Shulman não explicitou, em sua teoria, as possíveis relações entre elas. Visando a analisar tais relações, este ensaio colocou lado a lado esses dois temas nucleares nos estudos de Shulman e, respaldado por outras investigações que abordam esses temas, buscou descobrir como podem se inter-relacionar na formação inicial de professores. As informações analisadas permitem inferir que ambas as propostas mantêm estreita, recíproca e quase interdependente relação entre si, de modo que se permeiam, se complementam e somam esforços no sentido comum de transformar os conhecimentos do conteúdo dos futuros professores em conhecimentos ensináveis aos alunos. A consideração dessas questões pelos programas de formação e sua implementação, por meio de práticas pedagógicas e suas reflexões, têm potencial para integrar esses elementos e qualificar a formação inicial dos futuros professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[While presenting the proposals of the pedagogical knowledge of the contents and the pedagogical action, Shulman did not set out in his theory the possible relations between them. Willing to analyze such relations, this essay put these two core themes in Shulman studies side by side and supported by other investigations that address these themes, tried to find out how they may inter-relate in the initial teacher training. The analyzed information allow to infer that both proposals keep a strict, reciprocal and almost interdependent relation between them, so that they permeate themselves, and complete and make efforts to each other in the common sense to transform the contents knowledge of the future teachers into teachable knowledge to pupils. The consideration of these questions by the training programs and its implementation through pedagogical practices and their reflections can potentially integrate these elements and qualify the initial training of future teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Reflexões]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="en"><![CDATA[Reflections]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Busca de paralelismo entre  conhecimento pedag&oacute;gico do conte&uacute;do e processo de racioc&iacute;nio e a&ccedil;&atilde;o pedag&oacute;gica.</h2> <h3>The search of parallelism between pedagogical knowledge of the contents  and the process of reasoning and pedagogical action.</h3>     <p>&nbsp;</p> <h4>Daniel Marcon, Am&acirc;ndio  Braga dos Santos Gra&ccedil;a, Juarez Vieira do Nascimento    <br> </h4> </font>      ]]></body><back>
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