<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062012000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexões teóricas sobre a construção do conhecimento pedagógico do conteúdo dos futuros professores]]></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="A03">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>39</numero>
<fpage>16</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O conhecimento pedagógico do conteúdo (CPC) é utilizado pelo professor para transformar seus conhecimentos sobre o conteúdo em conhecimentos compreensíveis e ensináveis aos alunos. Para a construção do CPC, a literatura indica que os futuros professores se deparem com questões inerentes à atuação docente desde seu ingresso na formação inicial, e não apenas nos estágios curriculares. Diante disso, este ensaio objetivou refletir sobre a relação entre os contextos de formação inicial e de atuação docente na Educação Básica, bem como sobre os eventuais reflexos das experiências de prática pedagógica nos estágios curriculares dos futuros professores e na construção do seu CPC. A literatura consultada sugere que: o contexto de formação necessita permear e ser permeado pelos contextos social e educacional que circundam os cursos, sendo a relação entre formação inicial e Educação Básica pautada pela harmonia, complementaridade e reciprocidade; a participação das práticas pedagógicas na construção do CPC permite que os futuros professores cheguem aos estágios curriculares em melhores condições de assumir as responsabilidades inerentes a essa etapa de sua formação docente; e mesmo que a literatura não evidencie estratégias para a implementação das práticas pedagógicas, é crescente o consenso de que elas necessitam distribuir-se horizontalmente nos cursos de formação inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The pedagogical content knowledge (PCK) is used by the teacher to transform his/her knowledge about the content in knowledge comprehensible and teachable for students. For the construction of PCK, literature indicates that prospective teachers should come across to issues inherent to carrying out teaching since their entrance in pre-service formation, and not only during the curricular training. In view of the above, this essay is aimed at reflecting on the relationship between the contexts of pre-service formation and teacher practice in the Basic Education, as well as possible reflections of the experiences of pedagogical practices in the curricular training for prospective teachers and to build their PCK. Consulted literature suggests that: the context of formation needs to permeate and be permeated by social and educational contexts which surround the courses, with the relation between initial formation and Basic Education being ruled by harmony, complementarity, and reciprocity; the participation of pedagogical practices in the construction of PCK allows prospective teachers to get to the curricular training in better conditions to take responsibilities inherent to this stage of their teaching formation; and even though literature does not make strategies evident for the implementation of pedagogical practices, it has been increasing the consensus that they need to be distributed horizontally in courses of formation of prospective teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Estágios Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos Docentes]]></kwd>
<kwd lng="en"><![CDATA[Formation of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Curricular Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Reflex&otilde;es  te&oacute;ricas sobre a constru&ccedil;&atilde;o do conhecimento pedag&oacute;gico do conte&uacute;do dos futuros  professores.</h2> <h3>Theoretical reflections on the construction of  pedagogical content knowledge of prospective teachers.</h3>     <p>&nbsp;</p> <h4>Daniel  Marcon, Am&acirc;ndio Braga dos Santos Gra&ccedil;a, Juarez Vieira do Nascimento</h4> </font>      ]]></body><back>
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