<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000100075</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016087</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação docente no espaço escolar em sua concepção colaborativa de conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training at schools according to the concept of collaborative knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torra]]></surname>
<given-names><![CDATA[Carlos Henrique Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lúcia Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vanzo]]></surname>
<given-names><![CDATA[Adriane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Programa de Pós-Graduação em Educação Departamento de Educação Especial]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>75</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000100075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente trabalho origina-se de um estudo te&#243;rico-pr&#225;tico acerca da concep&#231;&#227;o formativa de um grupo de docentes em um col&#233;gio da cidade de Curitiba (PR). O n&#250;cleo reflexivo incide sobre as concep&#231;&#245;es que alicer&#231;aram o modelo formativo docente no Brasil, bem como a an&#225;lise da op&#231;&#227;o epistemol&#243;gico-formativa da &#225;rea de Filosofia e Sociologia no col&#233;gio l&#243;cus da pesquisa. Utilizando o M&#233;todo Dial&#233;tico como referencial, foram analisadas as produ&#231;&#245;es dos docentes sobre a concep&#231;&#227;o te&#243;rico-pr&#225;tica, no que tange &#224; quest&#227;o formativa que prev&#234; uma dialogia permanente entre reflex&#227;o/colabora&#231;&#227;o/produ&#231;&#227;o coletiva. A finalidade, com isso, foi compreender e verificar como a proposta de formar e reformar a pr&#225;tica, por meio do conhecimento sistematizado pelo grupo, de modo colaborativo, tendo a escola como espa&#231;o privilegiado de forma&#231;&#227;o de professores, reflete nas a&#231;&#245;es pedag&#243;gicas do grupo docente. O estudo fundamenta-se no posicionamento te&#243;rico de Edgar Faure, Ant&#243;nio N&#243;voa, Francisco Imbern&#243;n, Ilma Veiga, Carlos Marcelo, Edgar Morin e Pura L&#250;cia Martins, que indicam um tipo de forma&#231;&#227;o continuada que considera os saberes pr&#225;ticos gestados na escola. A trajet&#243;ria percorrida aponta para uma ressignifica&#231;&#227;o dos conte&#250;dos tradicionais e ortodoxos da &#225;rea estudada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article was the result of a theoretical and practical study on the concepts of teacher training of a group of teachers in a school in the city of Curitiba (PR). The core of reflection considered the concepts that are the foundation of the teacher training model in Brazil and analyzed the epistemological-educational option in the areas of Philosophy and Sociology at the school where the research was conducted. Using the dialectic method as reference, the productions of teachers were analyzed using a theoretical and practical method with regard to the training issue that provides a permanent dialog between reflection/collaboration/collective productions. Through knowledge collaboratively systematized by the group, since the school environment is ideal for teacher training, the purpose was to understand and verify how training and retraining reflected on the educational activities of the group of teachers. The study was based on the theoretical framework of Edgar Faure, Ant&#243;nio N&#243;voa, Francisco Imbern&#243;n, Ilma Veiga, Carlos Marcelo, Edgar Morin and Pura L&#250;cia Martins, who suggest that continuing teacher training should take into account the practical knowledge developed at school. The trajectory points to a reinterpretation of the traditional and orthodox contents of the area studied.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Grupo Colaborativo]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia e Educação]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Philosophy Teaching]]></kwd>
<kwd lng="en"><![CDATA[Continuing Training]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Groups]]></kwd>
<kwd lng="en"><![CDATA[Sociology and Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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