<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012021000100204</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.48355</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Leontiev&#8217;s Theory of Activity and Donald Schön&#8217;s Reflective Professor: reflections on teacher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[A Teoria da Atividade de Leontiev e o Professor Reflexivo de Donald Schön: reflexões sobre a formação de professores]]></article-title>
<article-title xml:lang="es"><![CDATA[La Teoría de la Actividad de Leontievy el Profesor Reflexivo de Donald Schön: reflexiones sobre la formación de profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yaegashi]]></surname>
<given-names><![CDATA[Solange Franci Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shigunov Neto]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[Nathália Fafarão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasparin]]></surname>
<given-names><![CDATA[João Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Centro de Ciências Humanas Letras e Artes ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Itapetininga São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente ensaio teórico pretende analisar a Teoria da Atividade de Leontiev e a Teoria do Professor Reflexivo de Donald Schön com o intuito de compreender os pontos em comum entre ambas e de que forma podem ser relacionadas à formação de professores. Leontiev, discípulo de Vygotsky, entende que o desenvolvimento humano ocorre no trabalho e nas relações sociais estabelecidas pelos homens em seus ambientes. Para Schön, a formação dos professores ocorre em sua prática e na reflexão sobre essa prática pedagógica. Por meio da contraposição dos pressupostos dos dois autores, chegamos à conclusão que a proposta de professor reflexivo de Donald Schön está intimamente relacionada à Teoria da Atividade de Leontiev ao considerar que o professor se aprimora ao refletir sobre sua prática pedagógica e, portanto, no trabalho, atividade principal de sua vida. Nesse sentido, a formação é, na verdade, autoformação, uma vez que os professores reelaboram saberes iniciais em confronto com suas experiências práticas, cotidianamente vivenciadas nos contextos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El presente ensayo teórico pretende analizar la Teoría de la Actividad de Leontiev y la Teoría del Profesor Reflexivo de Donald Schön con el intuito de comprender los puntos en común entre ambas y de qué forma pueden ser relacionadas a la formación de profesores. Leontiev, discípulo de Vygotsky, entiende que el desarrollo humano ocurre en el trabajo y en las relaciones sociales establecidas por los hombres en sus ambientes. Para Schön, la formación de los profesores ocurre en su práctica y en la reflexión sobre esa práctica pedagógica. Por intermedio de la contraposición de los temas puestos de los dos autores, llegamos a la conclusión que la Teoría de la Actividad de Leontiev al considerar que el profesor se perfecciona al reflejar sobre su práctica pedagógica y, por lo tanto, en el trabajo, actividad principal de su vida. En ese sentido, la formación es, en realidad, auto formación, una vez que los profesores reelaboran saberes iniciales en confrontación con sus experiencias prácticas, cotidianamente vivenciadas en los contextos escolares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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