<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812010000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa da prática pedagógica e a política de formação de professores: conhecimento, desafio, compromisso na representação social de ex-alunos de Pedagogia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ens]]></surname>
<given-names><![CDATA[Romilda Teodora]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>91</volume>
<numero>227</numero>
<fpage>161</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812010000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812010000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812010000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo faz um levantamento das representações sociais de ex-alunos sobre a formação de professores e a inserção da pesquisa na formação inicial e na prática docente. Com o objetivo de compreender qual representação de pesquisa emerge de ex-alunos de um curso de Pedagogia, fez-se uso da técnica do grupo focal, e a análise apoiou-se no aporte da teoria das representações sociais e da política de formação de professores no Brasil. Os resultados obtidos apontam contradições na implementação da proposta de “Pesquisa da Prática Pedagógica” (PPP), eixo fundamental do currículo do curso investigado, ressaltando aspectos voltados ao conhecimento adquirido, ao compromisso e aos desafios da proposta. Na representação dos ex-alunos, a pesquisa para os professores vai desde uma concepção “simplista” (fragmentada) até uma diversidade de fundamentos epistemológicos, as quais se repetem na representação apresentada pelos participantes do grupo focal. A pesquisa assume, portanto, relevância tanto na formação inicial para a docência quanto na formação continuada do professor formador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article conducts a survey of former students’ social representations about teacher training and the introduction of research at the beginning of their training and at their teaching practice. Using focal group technique, the analysis is based on social representation theory and on Brazilian teacher training policy. The results show some contradictions in the implementation of an essential axis of the investigated course curriculum framework, the “Pedagogical Practice Research”, with emphasis on aspects related to acquired knowledge and to commitment and challenges of the proposal. The former students’ representation reveals a broad range of concepts about research, from a simplistic and fragmented conception to a diverse and epistemic one. These concepts rise again in the focal group. Thus, the research is relevant to initial teacher training as well as to the continuing training of teacher educators.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A pesquisa da pr&aacute;tica  pedag&oacute;gica e a pol&iacute;tica de forma&ccedil;&atilde;o de professores: conhecimento, desafio,  compromisso na representa&ccedil;&atilde;o social de ex-alunos de Pedagogia.</h2> <h3>The research of pedagogical practice and the teacher training policy:  knowledge, challenges, and commitment in the social representation of Pedagogy  former students.</h3>     <p>&nbsp;</p> <h4>Romilda Teodora Ens    <br> </h4> </font>      ]]></body>
<back>
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