<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102017000100081</article-id>
<article-id pub-id-type="doi">10.4013/edu.2017.211.09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O papel da escola básica na formação inicial de professores: representações de docentes universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of basic school in the initial formation of teachers: professors&#8217; representations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bispo]]></surname>
<given-names><![CDATA[Joelma Gomes de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Sandra Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>81</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102017000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta resultados de uma pesquisa de mestrado cujo objetivo foi conhecer as representa&#231;&#245;es de professores de um curso de Pedagogia acerca da rela&#231;&#227;o entre a teoria trabalhada na forma&#231;&#227;o inicial de professores e a pr&#225;tica profissional. O estudo de natureza qualitativa contou com a participa&#231;&#227;o de cinco sujeitos, docentes de um curso de Pedagogia de uma universidade p&#250;blica. Os dados foram obtidos mediante a t&#233;cnica da entrevista semiestruturada e foram tratados de acordo com a an&#225;lise de conte&#250;do do tipo tem&#225;tica (Bardin, 1977). Dentre os principais achados, destacam-se a concep&#231;&#227;o de escola como espa&#231;o de mera experimenta&#231;&#227;o da doc&#234;ncia, portanto, de aplica&#231;&#227;o das teorias ensinadas na universidade, e a percep&#231;&#227;o de que a articula&#231;&#227;o entre o ensino e o contexto da pr&#225;tica profissional &#233; responsabilidade espec&#237;fica do componente Pesquisa e Est&#225;gio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a Masters research whose goal was to understand the representations of teachers in an undergraduate class of pedagogy about the relationship between the theory in action, in the initial formation of teachers and their professional practice. The study of qualitative nature involved five subjects, all teachers in an undergraduate class of pedagogy in a public university. The data were obtained using a technique of semi-structured interviews and were treated following the themed content analysis (Bardin, 1977). Among the main findings, the highlights are the conception of the school as a space of mere teacher&#8217;s experimentation, therefore, a space for applied theories learned in the university, and the perception that the articulation between teaching and the professional context is a specific responsibility of the component Research and Internship.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Relação teoria e Prática]]></kwd>
<kwd lng="pt"><![CDATA[Contexto Profissional]]></kwd>
<kwd lng="en"><![CDATA[Initial Formation]]></kwd>
<kwd lng="en"><![CDATA[Relationship between theory and Practice]]></kwd>
<kwd lng="en"><![CDATA[Professional Context]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
