<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442016000100121</article-id>
<article-id pub-id-type="doi">10.5902/1984644415842</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A significação da pedagogia: discursos de professores formadores e epistemologias em fluxo]]></article-title>
<article-title xml:lang="en"><![CDATA[The signification of pedagogy: discourses of teachers trainers and epistemologies in flow]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severo]]></surname>
<given-names><![CDATA[José Leonardo Rolim de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Picos Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>121</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442016000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442016000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442016000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Trata-se de um artigo que apresenta reflex&#245;es em torno dos resultados de uma pesquisa de campo cujo objetivo consistiu em compreender como professores que atuam como formadores de pedagogos em uma Universidade P&#250;blica brasileira atribuem significados epistemol&#243;gicos &#224; Pedagogia. O processo metodol&#243;gico se definiu pela realiza&#231;&#227;o de entrevistas semi-estruturadas com 10 (dez) professores formadores que ministravam disciplinas de Fundamenta&#231;&#227;o da Educa&#231;&#227;o no curso de Pedagogia e pela an&#225;lise dial&#243;gica do discurso (abordagem bakhtiniana) em intera&#231;&#227;o com aportes anal&#237;ticos providos pela Teoria das Representa&#231;&#245;es Sociais. Aborda-se que a Pedagogia est&#225; inserida no campo de significa&#231;&#245;es acerca do conhecimento pedag&#243;gico, do pr&#243;prio curso e da identidade profissional do pedagogo, bem como representa&#231;&#245;es resultantes do processo de significa&#231;&#227;o que foram identificadas no discurso dos professores formadores e os modos de incid&#234;ncia das mesmas na constru&#231;&#227;o das perspectivas de ensino que orientam a sua a&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This is a paper that presents reflections around the results of an empirical research, whose objective was to understand how professors, who act as teachers' trainers in a Brazilian Public University, give epistemological significances to Pedagogy. The methodological process was defined by the realization of semi-structured interviews with ten (10) teachers trainers who ministered courses in Pedagogy career and by the Dialogic Discourse Analysis (Bakhtin's approach) in interaction with analytical inputs provided by the Theory of Social Representations. We approach that Pedagogy is insert in the field of significations about the pedagogical knowledge, the Pedagogy Course and the professional identity of the teachers, as well as the representations resulting from the process of signification that were identified in the discourse of teachers trainers and the incidence modes of same in the construction of educational perspectives that guide their teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Significação]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Professor Formador]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Signification]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Teacher Trainer]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
