<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000300245</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.46716</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES DE MATRIARCAS E DE ESTUDANTES DE PEDAGOGIA SOBRE A CRIANÇA E SUA EDUCAÇÃO: presença e influência no processo formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[REPRESENTATIONS OF MATRIARCHES AND PEDAGOGY STUDENTS ABOUT CHILDREN AND THEIR EDUCATION: presence and influence in the formative process]]></article-title>
<article-title xml:lang="es"><![CDATA[REPRESENTACIONES DE MATRIARCADOS Y ESTUDIANTES DE PEDAGOGÍA SOBRE NIÑOS Y SU EDUCACIÓN: presencia e influencia en el proceso formativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Solange Martins Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Educação Curso de Pedagogia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>spe</numero>
<fpage>245</fpage>
<lpage>259</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000300245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000300245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000300245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na composição de uma pesquisa acadêmica que tem como objetivo analisar e compreender os sentidos discursivos sobre formação e profissionalização docente entre graduandos(as) do curso de Pedagogia, identificamos a ênfase na influência de grupos sociais e familiares na determinação de representações sobre a criança e sua educação de estudantes de Pedagogia. Destaque importante foi dado à influência familiar de matriarcas - avós e bisavós, aspecto que suscitou continuidade e aprofundamento de análises. Via aporte teórico da História Cultural, questionamos sobre os aspectos das representações: se/qual influência era mantida nas formas de pensar, ser e agir das estudantes em formação. Entendendo que as narrativas circulam no cotidiano dos grupos entrevistados e que compõem a empiria da pesquisa, a partir de sua análise identificamos os aspectos que são articulados pelas estudantes ao papel docente e as formas de ser e agir no processo formativo. Conforme a base teórica assumida, as representações de avós e bisavós se tornam matrizes geradoras de sentidos, que são ancorados na cultura e por isso precisam ser reconhecidos no processo formativo, como parte de um conhecimento prévio dos estudantes que influencia na prática educativa das futuras professoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the composition of an academic research that aims to analyze and understand the discursive meanings about the formation and professionalization of teachers among Pedagogy students, we identified the emphasis on the influence of social and family groups in determining representations about children and their education among pedagogy. The family influence of the matriarchs - grandparents and greatgrandparents was highlighted, an aspect that required continuity and deepened the analysis. With the theoretical contribution of Cultural History, we questioned the aspects of the representations: if/what influence was maintained in the ways of thinking, being and acting of the students in formation. Understanding that the narratives circulate in the daily lives of the interviewed groups and that compose the empirical part of the research, from their analysis we identified the aspects that the students articulate with the teacher's role and the ways of being and acting in the classroom. According to the assumed theoretical basis, the representations of grandparents and great-grandparents become meaning-generating matrices, as they are anchored in culture and, therefore, must be recognized in teacher training, as part of the students' prior knowledge that influences educational practice of the future teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la composición de una investigación académica que tiene como objetivo analizar y comprender los significados discursivos sobre la formación y profesionalización de los docentes entre los estudiantes de Pedagogía, identificamos el énfasis en la influencia de los grupos sociales y familiares en la determinación de las representaciones sobre los niños y su educación entre estudiantes de pedagogía. Se destacó la influencia familiar de las matriarcas - abuelos y bisabuelos, aspecto que requería continuidad y profundizó los análisis. A través de la contribución teórica de la Historia Cultural, cuestionamos los aspectos de las representaciones: si/qué influencia se mantuvo en las formas de pensar, ser y actuar de los estudiantes en formación. Entendiendo que las narrativas circulan en la vida diaria de los grupos entrevistados y que componen el empirismo de la investigación, identificamos, a partir de su análisis, los aspectos que los estudiantes articulan con el papel del maestro y las formas de ser y actuar en el aula. De acuerdo con la base teórica asumida, las representaciones de abuelos y bisabuelos se convierten en matrices generadoras de significado, ancladas en la cultura y, por lo tanto, deben ser reconocidas en la formación docente, como parte del conocimiento previo de los estudiantes que influyen en la práctica educativa de futuros profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[representações]]></kwd>
<kwd lng="pt"><![CDATA[educação da infância]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[representations]]></kwd>
<kwd lng="en"><![CDATA[childhood education]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[representaciones]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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