<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000400110</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n59.13935</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO DE PROFESSORES - EPISTEMOLOGIA E PRÁXIS CRIADORA]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER TRAINING - EPISTEMOLOGY AND CREATIVE PRAXIS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Maria Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[Leonice Matilde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUCSP, Feusp. Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ MG]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ MG]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000400110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000400110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000400110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação de professores é uma área de pesquisa que necessita de uma corrente filosófica orientadora. O objetivo do texto é discutir a formação de professores como epistemologia da práxis criadora, cujas reflexões e diálogo são orientados pelo materialismo histórico dialético. A metodologia utilizada foi a pesquisa bibliográfica recorrendo a alguns autores da matriz filosófica como Marx (1982), Vázquez (1977), Vygotsky (2003,2005) e Kosik (2010), bem como ao tema formação de professores com base em autores como Schön (1997), Tardif (2002) e Pimenta (2005), entre outros. Os resultados evidenciaram que nossa compreensão segue na contramão dos racionalistas práticos que concebem a Formação de Professores limitada ao mundo da consciência comum, sem garantir o desenvolvimento do pensamento científico sobre a docência, o qual a subsidia à apropriação e objetivação de uma práxis criadora. Teoria e prática são fundamentais na formação docente, sendo a primeira orientada por uma matriz epistêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research on teacher training demands a current philosophical guiding. We aim to discuss the training of teachers having as epistemology the creative praxis, with reflections and dialogue guided by historical-dialectical materialism. The methodology used was the bibliographical research based on some authors from the philosophical matrix, such as Marx (1982), Vázquez (1977), Vygotsky (2003, 2005) and Kosik (2010) and, on the theme teacher training, Schön (1997) ), Tardif (2002), Pimenta (2005), among others. The results showed that our understanding goes the opposite direction of what practical rationalists announce as they conceive Teacher Training limited to the world of common consciousness, without the guarantee of the development of scientific thinking about teaching, which subsidizes it towards the appropriation and objectification of a creative praxis. Theory and practice are fundamental in teacher training once the first one is guided by an epistemic matrix.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[materialismo histórico dialético]]></kwd>
<kwd lng="pt"><![CDATA[teoria e prática]]></kwd>
<kwd lng="pt"><![CDATA[práxis criadora.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[historical-dialectical materialism]]></kwd>
<kwd lng="en"><![CDATA[theory and practice]]></kwd>
<kwd lng="en"><![CDATA[criative praxis.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
