<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492016000200334</article-id>
<article-id pub-id-type="doi">10.17058/rea.v24i2.3849</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada de professores: vivências de educação ambiental no contexto do semiárido]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher´s continuos education: environmental education experiences in semiarid]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación continua de profesores: experiencias de educación ambiental en el contexto del semiárido]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Florentino]]></surname>
<given-names><![CDATA[Hugo da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abílio]]></surname>
<given-names><![CDATA[Francisco José Pegado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A">
<institution><![CDATA[,Programa de Pós-Graduação em Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,João Pessoa  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>334</fpage>
<lpage>354</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492016000200334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492016000200334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492016000200334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo objetiva relatar os estudos e interven&#231;&#245;es pedag&#243;gicas de educa&#231;&#227;o ambiental desenvolvidos no bioma Caatinga a partir de processos de forma&#231;&#227;o continuada de professores do munic&#237;pio de Sum&#233;, Para&#237;ba. Trata-se de uma pesquisa qualitativa com &#234;nfase nos pressupostos da teoria do Biorregionalismo, da Etnografia escolar e da Fenomenologia. Foi desenvolvida durante o ano de 2012 com 50 professores do ensino fundamental, e em tr&#234;s etapas: (1) diagn&#243;stico e demandas de interven&#231;&#227;o, (2) processo de forma&#231;&#227;o continuada, e (3) avalia&#231;&#227;o dos obst&#225;culos e desafios da pesquisa. Os resultados obtidos, a partir da diagnose docente, identificou um processo educativo marcado pela aus&#234;ncia de recursos did&#225;ticos, infraestrutura e cursos de forma&#231;&#227;o continuada na &#225;rea ambiental. Com tudo, a realiza&#231;&#227;o de um processo de forma&#231;&#227;o continuada em educa&#231;&#227;o ambiental, baseado em pr&#225;ticas participativas, contextualizadas e interdisciplinares, possibilitou uma transforma&#231;&#227;o s&#243;cio-educativa escolar, a partir da inser&#231;&#227;o da educa&#231;&#227;o ambiental na pr&#225;tica pedag&#243;gica dos docentes e no cotidiano das escolas de Sum&#233;, PB.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to describe the studies and pedagogical interventions of environmental education developed in Caatinga biome by continuing education processes of teachers in the municipality of Sum&#233;, Para&#237;ba. It was a qualitative research with emphasis on assumptions of bioregionalism theory, school ethnography and phenomenology. It was developed during the year 2012 with 50 elementary school teachers, and in three steps: (1) diagnosis and intervention demands, (2) continuing education process, and (3) assessment of the obstacles and challenges of research. The results obtained from the teacher diagnosis identified an educational process marked by the lack of teaching resources, infrastructure and continuing education courses in the environmental area. However, the realization of a process of continuing education in environmental education based on participatory, contextualized and interdisciplinary practices, enabled a socio-educational transformation in this schools including environmental education in the pedagogical practice of teachers and the daily life of schools in Sum&#233;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El art&#237;culo tiene como objetivo describir los estudios e intervenciones pedag&#243;gicas de educaci&#243;n ambiental desarrollados hacia el bioma Caatinga desde los procesos de formaci&#243;n continua de profesores en el municipio de Sum&#233;, Para&#237;ba. Se trat&#243; de una investigaci&#243;n cualitativa con &#233;nfasis en las asunciones de la teor&#237;a del biorregionalismo, la etnograf&#237;a escolar y de la fenomenolog&#237;a. La investigaci&#243;n fue desarrollada durante el a&#241;o 2012 con 50 profesores de la educaci&#243;n b&#225;sica primaria, y en tres pasos: (1) el diagn&#243;stico de las demandas por intervenci&#243;n; (2) el proceso de formaci&#243;n continua de los profesores; (3) la evaluaci&#243;n de los obst&#225;culos y retos de la investigaci&#243;n. Los resultados obtenidos en el diagn&#243;stico de los profesores identificaron un proceso educativo marcado por la falta de recursos para la ense&#241;anza, infraestructura y de cursos de educaci&#243;n continua de cariz ambiental. Sin embargo, la realizaci&#243;n de un proceso de educaci&#243;n continua en la educaci&#243;n ambiental basado en pr&#225;cticas de participaci&#243;n, contextualizadas e interdisciplinarias activ&#243; una transformaci&#243;n socio-educativa en la escuela a partir de la inclusi&#243;n de la educaci&#243;n ambiental en la pr&#225;ctica pedag&#243;gica de los profesores y en la vida cotidiana de las escuelas en Sum&#233;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Bioma Caatinga]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Caatinga Biome]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Bioma Caatinga]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>1</volume>
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<volume>9</volume>
<numero>16/17</numero>
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<given-names><![CDATA[Juan Carlos]]></given-names>
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<article-title xml:lang="en"><![CDATA[Los nuevos desafíos de la formación docente.]]></article-title>
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</back>
</article>
