<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092016000200505</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i2.0011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores e prática pedagógica: uma análise sobre a natureza dos saberes docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher education and pedagogical practice: analysis on the nature of teacher knowledge]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de maestros y la práctica pedagógica: un análisis sobre la naturaleza de los saberes docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macenhan]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tozetto]]></surname>
<given-names><![CDATA[Susana Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brandt]]></surname>
<given-names><![CDATA[Celia Finck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>505</fpage>
<lpage>525</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000200505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto tem como objeto o saber docente, com o objetivo central de desvelar, por meio de interpreta&#231;&#245;es inferenciais, o saber do professor da Educa&#231;&#227;o Infantil diante da pr&#225;tica pedag&#243;gica. A investiga&#231;&#227;o envolveu quatro (4) professoras da Educa&#231;&#227;o Infantil, utilizou as observa&#231;&#245;es e as entrevistas para a coleta dos dados e contou com a An&#225;lise de Conte&#250;do (BARDIN, 2011) para o tratamento das informa&#231;&#245;es emp&#237;ricas. Os fundamentos utilizados na pesquisa envolvem estudos de Tardif (2002), Gauthier et al. (2006) e Gimeno Sacrist&#225;n (1999). Os resultados mostram que os saberes docentes originam tanto dos cursos de forma&#231;&#227;o de professores quanto de suas experi&#234;ncias pessoais e profissionais. Os momentos citados fornecem elementos que constituem fontes de aprendizagem dos saberes que, por sua vez, passam por processos de desenvolvimento e s&#227;o mobilizados na pr&#225;tica pedag&#243;gica de modo a influenciar e receber interfer&#234;ncias dessa pr&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011) to treat the empirical information. The foundations used in the research involve studies of Tardif (2002), Gauthier et al. (2006) and Gimeno Sacrist&#225;n (1999). The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente texto trata del saber docente, con el objetivo central de revelar, a trav&#233;s de interpretaciones inferenciales, la naturaleza del saber docente del maestro de Educaci&#243;n Infantil ante la pr&#225;ctica pedag&#243;gica. En la investigaci&#243;n participaron cuatro maestras de Educaci&#243;n Infantil, se utilizaron las observaciones y entrevistas para la recogida de datos y se cont&#243; con el An&#225;lisis de Contenido (BARDIN, 2011) para el tratamiento de las informaciones emp&#237;ricas. Los fundamentos utilizados en la investigaci&#243;n incluyen estudios de Tardif (2002), Gauthier et al. (2006) y Gimeno Sacrist&#225;n (1999). Los resultados muestran que los saberes docentes se originan tanto de los cursos de formaci&#243;n de maestros, como de sus experiencias personales y profesionales. Los momentos citados proporcionan elementos que constituyen fuentes de aprendizaje de conocimientos que, a su vez, pasan por procesos de desarrollo y son movilizados en la pr&#225;ctica pedag&#243;gica con el fin de influir y recibir interferencias de esta pr&#225;ctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Teacher Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="es"><![CDATA[Formación de Maestros]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THERRIEN]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[LOIOLA]]></surname>
<given-names><![CDATA[F. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Experiência e competência no ensino: pistas de reflexões sobre a natureza do saber-ensinar na perspectiva da ergonomia do trabalho docente.]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<numero>74</numero>
<issue>74</issue>
<page-range>143-60</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
