<?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 Educ.]]></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>S2178-46122018000400011</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n3.10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação permanente e em contexto de profissionais da Educação Infantil: contribuições de um projeto de extensão universitária]]></article-title>
<article-title xml:lang="en"><![CDATA[Permanent training and in the context of early childhood education professional: contributions from a universitary extension project]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sommerhalder]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Andressa de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>620</fpage>
<lpage>635</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto origina-se de uma pesquisa concluída. O estudo foi desenvolvido em um projeto de extensão universitária de formação permanente e em contexto de profissionais de Educação Infantil que atuam em creches e pré-escolas municipais de uma cidade do interior de São Paulo. A pesquisa teve como objetivo levantar e descrever aspectos referentes à participação (estar em formação) dessas profissionais, nesse projeto. Com apoio teórico de autores como Candau e Lelis, Imbernón, Nóvoa, Gatti e Barreto, Libâneo e Pimenta, entre outros, buscamos maior aprofundamento no âmbito da formação de professores. A pesquisa, de abordagem qualitativa, teve como instrumento para coleta de dados o grupo focal, com registro de filmagens e transcrição das imagens e áudio. Foram sujeitos da investigação 16 profissionais participantes (13 professoras, 1 diretora, 1 educadora física, 1 merendeira) do referido projeto de extensão. A análise dos dados foi realizada por meio da análise de conteúdo. Para o presente texto, apresentamos um recorte dos resultados, ressaltando aqueles referentes ao &#8220;Estar em Coletivo no Projeto&#8221; e &#8220;Estar Pautado na Prática&#8221;. Os resultados revelaram a necessidade de repensar a formação de professores, pautando-se pela formação colaborativa e que considere suas práticas reais e os contextos de trabalho, por meio da relação entre teoria e prática. A pesquisa evidenciou que esses elementos são fundamentais para uma formação significativa e de qualidade, possibilitando incidências sobre a ação. A aproximação da universidade de creches e pré-escolas, por meio desse projeto, possibilitou a formação em contexto desse grupo de profissionais de Educação Infantil, uma vez que os resultados evidenciaram que essa atividade de extensão se constituiu em espaço de colaboração, diálogo, reflexão, aprendizagem, troca de conhecimentos e experiências e, também, em espaço para afirmação profissional e reconhecimento de saberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text originates from a research concluded. The study was developed within an universitary extension project with permanent training and in the context of Early Childhood Education professionals which act in daycare centers municipal and preschools in a countryside city of São Paulo state. Aiming to raise and describe aspects regarding participation (being in training) of these professionals, in this project underpinned on authors like Candau and Lelis, Imbernón, Nóvoa, Gatti and Barreiro, Libâneo and Pimenta, among others, it is sought further deepening in the training of teachers scope. This qualitative approach research used focus group as a tool for data collecting, with recording of footage and transcription of images and audio. Sixteen professionals participants (13 teachers, 1 head mistress, 1 physical education teacher, 1 lunch lady) of the referred extension project, were the investigated individuals. Data analysis was performed through content analysis. For the present text, it is presented a clipping of the results, highlighting those referred as &#8220;Being in Collective in the Project&#8221; and &#8220;Being Guided on the Practice&#8221;. Results show the need of rethinking the training of teachers, based on a collaborative development which considers real practices and the contexts of work, through linkage between theory and practice, once the research revealed that these elements are crucial for a substantial and high-class qualification, hence allowing impacts over the action. The approach between universities, day-care centers and pre-schools, through this project, enabled the formation in context of this group of professionals in Early Childhood Education, since the results showed that this extension activity was constituted as a space for collaboration, dialogue, reflection, learning, exchange of knowledge and experiences, as well as a space for professional affirmation and recognition of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Extensão universitária]]></kwd>
<kwd lng="pt"><![CDATA[Teoria e prática]]></kwd>
<kwd lng="en"><![CDATA[Training of teachers]]></kwd>
<kwd lng="en"><![CDATA[Universitary extension]]></kwd>
<kwd lng="en"><![CDATA[Theory and practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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