<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pesquisa na formação continuada dos professores: possibilidades para uma educação estética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlindwein]]></surname>
<given-names><![CDATA[Luciane Maria]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,UFSC  ]]></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>12</volume>
<numero>37</numero>
<fpage>823</fpage>
<lpage>841</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, discutimos uma modalidade de formação continuada para os professores dos anos iniciais do ensino fundamental. Tal discussão vem sendo empreendida na perspectiva de uma formação estética para os professores em serviço. A discussão está pautada em resultados de uma pesquisa longitudinal realizada entre 2004 e 2006 com um grupo de 12 professoras da rede pública de ensino. O recorte aqui apresentado pretende contribuir para os estudos sobre as possibilidades de um desenvolvimento estético na formação continuada de professores. Os resultados e análises discutem o impacto do ensino e da vivência da música na formação continuada de professoras dos anos iniciais do ensino fundamental. Foram realizadas oficinas com uma professora musicista, registradas em videocassete, nos quais as professoras envolvidas puderam vivenciar a música em seus aspectos de melodia, ritmo e o manuseio de alguns instrumentos de percussão, provocando-as em suas diferentes sensibilidades. A análise do material foi empreendida a partir dos pressupostos teóricos e metodológicos da Psicologia histórico-cultural, especialmente das contribuições de Vygotsky. As fitas de vídeo foram transcritas e analisadas na perspectiva de se apreender as diferentes significações atribuídas pelas professoras aos elementos musicais presentes nas vivências. Os resultados indicaram que, mais do que aprender música, o olhar sensível foi ampliado, com possibilidades de desdobramentos para o cotidiano pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this work, we discuss a modality of continuing education for teachers of the early years of elementary school. This discussion has been undertaken with a view to aesthetics in training for teachers at work. The discussion is based on results from a longitudinal study conducted between 2004 and 2006 with a group of 12 teachers from public schools. The outline presented here aims to contribute to studies on the possibilities of aesthetic development in the continuing education of teachers. The analyses and results are being discussed under the impact in education, starting an experience of music in the continuing education of teachers of the early years of elementary school. Workshops were held with a musician teacher, recorded on videocassette in which the teachers involved could experience the music in its aspects of melody, rhythm, and the handling of some percussion instruments, leading them to their different sensitivities. The analysis of the material was taken from the theoretical and methodological assumptions of historical-cultural Psychology, especially the contributions of Vygotsky. The videotapes were transcribed and analyzed with a view to grasp to the different meanings attributed by teachers to the elements present in musical experience. The results indicated that, more than learning music, the sensitive eye was extended with possible consequences for everyday teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Estética]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Aesthetics]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pesquisa na forma&ccedil;&atilde;o continuada dos professores: possibilidades  para uma educa&ccedil;&atilde;o est&eacute;tica.</h2> <h3>Research on teachers&rsquo;  continuing education: possibilities for aesthetics in education.</h3>     <p>&nbsp;</p> <h4>Luciane Maria Schlindwein    <br> </h4> </font>      ]]></body><back>
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