<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122016000300514</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v21.n3.04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes docentes e axiologia: os valores no processo de formação inicial de professores*]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher knowledge and axiology: values in the initial teacher training process]]></article-title>
<article-title xml:lang="es"><![CDATA[El conocimiento del profesorado y la axiología: los valores en la formación inicial del profesorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucas]]></surname>
<given-names><![CDATA[Lucken Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sergio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná Programa Pós-Graduação em Ensino ]]></institution>
<addr-line><![CDATA[Jacarezinho PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina Programa Pós-Graduação em Ensino de Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Programa Pós-Graduação em Ensino de Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>514</fpage>
<lpage>537</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122016000300514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122016000300514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122016000300514&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Este artigo tem como objetivo apresentar um estudo te&#243;rico acerca das influ&#234;ncias axiol&#243;gicas (valorativas) no processo de forma&#231;&#227;o inicial de professores. Para esse empreendimento, foi realizado um levantamento bibliogr&#225;fico de autores que investigam a forma&#231;&#227;o desses profissionais, com &#234;nfase nos referenciais que tratam dos saberes docentes e da filosofia dos valores. Uma an&#225;lise cr&#237;tico-reflexiva dos trabalhos pesquisados possibilitou evidenciar discuss&#245;es ricas em elementos axiol&#243;gicos impl&#237;citos e/ou expl&#237;citos nas obras de muitos autores estudados que, em s&#237;ntese, inferem sobre a n&#227;o neutralidade da forma&#231;&#227;o e da pr&#225;tica docente, defendem a exist&#234;ncia de uma rela&#231;&#227;o indissoci&#225;vel da educa&#231;&#227;o com os valores e, por fim, o fato de os valores terem uma implic&#226;ncia direta na constru&#231;&#227;o do repert&#243;rio de saberes dos docentes e de seus alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article aimed to present a theoretical study of the axiological influences (valuative) in the process of initial teacher training. For this project, a bibliographical survey of authors who had investigated teacher training was performed with emphasis on the references which addressed teaching knowledge and the philosophy of values, A critical reflexive analysis of the researchers work enabled us to highlight rich discussions on the axiological elements implicit and/or explicit in the works of many of the studied authors who, in summary, infer the non-neutrality of teacher training and practice, defend the existence of an indissoluble relationship between education and values and, finally, the fact that values have a direct implication on building the repertoire of both teachers&#8217; knowledge and that of their students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo tiene como objetivo presentar un estudio te&#243;rico sobre las influencias axiologicas (evaluativas) en el proceso de la formaci&#243;n inicial del profesorado. Para este proyecto, se llev&#243; a cabo una revisi&#243;n de la literatura de autores que investigan la formaci&#243;n de estos professionales, con &#233;nfasis en las referencias que tienen que ver con el conocimiento del profesorado y de la filosof&#237;a de los valores. Un an&#225;lisis cr&#237;tico y reflexivo de los trabajos ha permitido poner de relieve las discusiones ricas en elementos axiol&#243;gicos implicitos e/o expl&#237;citos en las obras de muchos autores estudiados que, en suma, infieren sobre la no neutralidad de la formaci&#243;n y de la ense&#241;anza pr&#225;ctica, abogan por la existencia de un v&#237;nculo indisoluble de la educaci&#243;n con los valores y, por &#250;ltimo, el hecho de que los valores tienen una implicaci&#243;n directa en la construcci&#243;n del repertorio de conocimientos del profesorado y de sus alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Axiologia]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Teórico-Reflexiva]]></kwd>
<kwd lng="en"><![CDATA[Axiology]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Teacher Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Theoretical-Reflective Review]]></kwd>
<kwd lng="es"><![CDATA[Axiología]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial de Professores]]></kwd>
<kwd lng="es"><![CDATA[Conocimientos del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Revisión Teórica y Reflexiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
