<?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>S1981-416x2017000200639</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ao06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de iniciação à docência: o diário de campo como instrumento para pensar a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Practices of initiation to teaching: the field diary as an instrument to think about the formation of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Sandra de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fabris]]></surname>
<given-names><![CDATA[Elí Henn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>639</fpage>
<lpage>660</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200639&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200639&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200639&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo é resultado de um recorte da pesquisa de doutorado (OLIVEIRA, 2015) defendida no início de 2015 em articulação com pesquisa desenvolvida (FABRIS, 2013-2016) em um programa de pós-graduação em Educação no Brasil. O estudo busca dar visibilidade a alguns elementos que compõe as práticas de iniciação à docência a partir do uso do diário de campo por um grupo de licenciandas em Pedagogia, vinculadas ao primeiro programa brasileiro de bolsa de iniciação à docência (Pibid). Apoiado nos campos teóricos dos Estudos em Docência e dos Estudos Foucaultianos e fazendo uso da ferramenta teórico-metodológica da subjetivação como operador analítico, o exercício recorreu a um conjunto de materiais produzidos por meio de um questionário semiestruturado e de diários de campo produzidos pelos sujeitos pesquisados. Resultados indicam o diário de campo como um potente instrumento para a formação de professores. Por meio de uma formação alicerçada nos fios constitutivos do saber, do poder e da ética, tal instrumento torna-se uma tecnologia humana produtiva de formas específicas e contingentes de subjetividades docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article is the result of a segment of the doctoral research (OLIVEIRA, 2015) defended in early 2015 in join with a research (FABRIS, 2013-2016) carried out in a postgraduate program in Education in Brazil. The study seeks to show some elements that comprise the practices of initiation to teaching based on the use of a field diary by a group of Pedagogy licensed linked to the first Brazilian program of initiation to teaching (Pibid). The exercise was made up of a set of materials, produced through a semistructured questionnaire, in addition to the field diaries written by the subjects under analysis, supported in the theoretical fields of both Studies in Teaching and Foucaultian Studies, as well as making use of the theoretical-methodological tool of subjectivity as an analytical operator. The results indicate that the field diary is a powerful tool for the teacher training. By means of a formation, based on the threads of knowledge, power, and ethics, such instrument becomes a productive human technology of specific and contingent forms of teaching subjectivities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diário de campo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividades]]></kwd>
<kwd lng="en"><![CDATA[Field diary]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Subjectivities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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