<?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>S1981-81062015000200209</article-id>
<article-id pub-id-type="doi">10.2015/maio.ago.v25n49.002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tendências na formação de professores da educação básica dos municípios paulistas: uma abordagem crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Trends in training teachers of basic education of counties: a critical approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Tendencias en la formación de profesores de la educación básica de los municipios paulistas: un abordaje crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bello]]></surname>
<given-names><![CDATA[Isabel Melero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PennaI]]></surname>
<given-names><![CDATA[Marieta Gouvêa de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>49</numero>
<fpage>209</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo &#233; contribuir com o debate sobre a forma&#231;&#227;o inicial de professores do ensino fundamental I mediante an&#225;lise de uma das a&#231;&#245;es empreendidas pelo MEC a partir de 2007: o Plano de A&#231;&#245;es Articuladas (PAR). A partir dos termos de coopera&#231;&#227;o t&#233;cnica assinados para a efetiva&#231;&#227;o da parceria entre o MEC e os munic&#237;pios paulistas considerados priorit&#225;rios no per&#237;odo 2007-2011, foi feito um levantamento das demandas de forma&#231;&#227;o continuada apresentadas pelos professores do ensino fundamental I. Tais demandas foram analisadas tendo como base estudos de Ant&#243;nio N&#243;voa sobre aspectos considerados inerentes &#224; forma&#231;&#227;o de professores, a saber: compreens&#227;o da educa&#231;&#227;o como campo de conhecimento; conhecimento de metodologias de trabalho e dom&#237;nio dos conte&#250;dos escolares. Devido &#224;s demandas identificadas no levantamento de dados, acrescentou-se &#224;s dimens&#245;es de N&#243;voa o conhecimento da gest&#227;o e organiza&#231;&#227;o do trabalho escolar. Mediante a an&#225;lise dos dados, foi poss&#237;vel evidenciar qual direcionamento o MEC tem dado &#224; forma&#231;&#227;o docente, assim como identificar o descompasso entre os curr&#237;culos dos cursos de Pedagogia e as necessidades formativas para o exerc&#237;cio do magist&#233;rio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this article is to contribute to the debate on the initial formation of primary school teachers through an analysis of the actions taken by the Ministry of Education (MEC) from 2007: the Articulated Actions Plan. From the terms of technical cooperation signed for partnership between the MEC and the counties considered priorities for the period 2007-2011, a survey was made of the demands of continuing education presented by elementary school teachers. Such demands were analyzed based on studies of Antonio N&#243;voa about the formation of teachers, namely: aspects related the understanding of education as a field of knowledge; knowledge of work methods and mastery of school subjects. Due to the demands identified in the survey data, we added the dimensions of knowledge management and organization of school work. By analyzing the data, it became clear which direction MEC has given to teaching formation, as well as identify the gap between the curricula of Pedagogy and formation needs for the practice of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo de este art&#237;culo es contribuir con el debate sobre la formaci&#243;n inicial de profesores de la ense&#241;anza fundamental I mediante el an&#225;lisis de una de las acciones emprendidas por el MEC a partir de 2007: el Plan de Acciones Articuladas (PAR). A partir de los t&#233;rminos de cooperaci&#243;n t&#233;cnica firmados para la efectuaci&#243;n de la colaboraci&#243;n entre el MEC y los municipios paulistas considerados prioritarios en el per&#237;odo 2007-2011, se hizo un levantamiento de las demandas de formaci&#243;n continua presentadas por los profesores de la ense&#241;anza fundamental I. Tales demandas se analizaron teniendo como base estudios de Ant&#243;nio N&#243;voa sobre aspectos considerados inherentes a la formaci&#243;n de profesores, a saber: comprensi&#243;n de la educaci&#243;n como campo de conocimiento; conocimiento de metodolog&#237;as de trabajo y dominio de los contenidos escolares. Debido a las demandas identificadas en el levantamiento de datos, se acrecent&#243; a las dimensiones de N&#243;voa el conocimiento de la gesti&#243;n y organizaci&#243;n del trabajo escolar. Mediante el an&#225;lisis de los datos, fue posible evidenciar qu&#233; direccionamiento el MEC ha dado a la formaci&#243;n docente, as&#237; como identificar el descomp&#225;s entre los curr&#237;culos de los cursos de Pedagog&#237;a y las necesidades formativas para el ejercicio del magisterio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores em Serviço]]></kwd>
<kwd lng="pt"><![CDATA[Plano de Ações Articuladas]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Teacher Development in-Service]]></kwd>
<kwd lng="en"><![CDATA[Articulated Action Plan]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores en Servicio]]></kwd>
<kwd lng="es"><![CDATA[Plan de Acciones Articuladas]]></kwd>
<kwd lng="es"><![CDATA[Política Educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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