<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000200039</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n2p39-50</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Núcleo pedagógico integrador: uma experiência em cursos de licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Núcleo educativo integrador: una experiencia en licenciatura]]></article-title>
<article-title xml:lang="es"><![CDATA[Educational integrative center: an experience in teacher training courses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PESCE]]></surname>
<given-names><![CDATA[MARLY KRÜGER DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VOIGT]]></surname>
<given-names><![CDATA[JANE MERY RICHTER]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A04"/>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GARCIA]]></surname>
<given-names><![CDATA[BERENICE ROCHA ZABBOT]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUNHOZ]]></surname>
<given-names><![CDATA[ELZIRA MARIA BAGATIN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade da Região de Joinville Mestrado em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade da Região de Joinville Engenharia Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade da Região de Joinville Engenharia Civil ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade da Região de Joinville Mestrado em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A07">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>39</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000200039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os cursos para forma&#231;&#227;o de professores t&#234;m buscado introduzir novas iniciativas pedag&#243;gicas. Nesta perspectiva, uma universidade comunit&#225;ria da regi&#227;o Sul do Brasil prop&#244;s a integra&#231;&#227;o de seus cursos de licenciatura por meio da cria&#231;&#227;o do N&#250;cleo Pedag&#243;gico Integrador (NPI). Constituem o NPI as disciplinas comuns aos cursos de licenciatura cujas aulas passaram a ser frequentadas por alunos de diferentes cursos. A proposta, implantada em 2009, considera a forma&#231;&#227;o do professor para al&#233;m da disciplina espec&#237;fica, n&#227;o consistindo apenas em reunir alunos de diferentes &#225;reas no mesmo espa&#231;o, mas trabalhar em uma perspectiva interdisciplinar, visando &#224; produ&#231;&#227;o social do conhecimento e a constru&#231;&#227;o do pensamento cient&#237;fico. Esta pesquisa teve como objetivo verificar como os estudantes perceberam a experi&#234;ncia com o NPI, considerando os objetivos de sua implanta&#231;&#227;o. Para coleta de dados utilizou-se um question&#225;rio com quest&#245;es fechadas e abertas. Os sujeitos respondentes foram acad&#234;micos dos &#250;ltimos anos dos cursos de licenciatura. Os resultados indicam que a maioria dos acad&#234;micos percebeu a import&#226;ncia dessa experi&#234;ncia, sinalizando um novo perfil de professor, aberto &#224;s novas propostas e ao di&#225;logo com seus colegas de trabalho com vistas a responder aos desafios da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teacher training courses have sought to introduce new educational initiatives. In this perspective, a community university in Southern Brazil has proposed the integration of its undergraduate programs through the implementation of an Educational Integrative Center (EIC). EIC is composed by common disciplines of the teacher training courses, and classes are attended by students from different courses. The proposal, introduced in 2009, considers teacher education beyond the specific discipline, not only a way to gather students from different areas in the same space, but working in an interdisciplinary perspective, aiming at the social production of knowledge and the construction of the scientific thought. This research aimed at examining how students perceived the experience with EIC, considering its implementation goals. A questionnaire with open and closed questions was used to collect data. The respondents were students from the last years of teacher training courses. The results indicate that most students realize the importance of this experience, suggesting a new teacher profile that is open to new proposals and to the dialogue with their colleagues in order to respond to school challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los cursos de formaci&#243;n para maestros han tratado de introducir nuevas iniciativas educativas. En esta perspectiva, una universidad comunitaria en el sur de Brasil ha propuesto la integraci&#243;n de sus programas de formaci&#243;n profesional a trav&#233;s de la creaci&#243;n de un N&#250;cleo Pedag&#243;gico Integrador &#8211; NPI. Constituyen el NPI, disciplinas comunes a los estudios de graduaci&#243;n cuyas aulas comenzaron a ser asistidas por estudiantes de diferentes cursos. La propuesta, presentada en 2009, considera la formaci&#243;n del maestro m&#225;s completa que las disciplinas espec&#237;ficas, y que consiste no solo reunir estudiantes de diferentes &#225;reas en el mismo espacio, m&#225;s tambi&#233;n trabajar bajo una perspectiva interdisciplinaria, con el objetivo de alcanzar la producci&#243;n social del conocimiento y la construcci&#243;n del pensamiento cient&#237;fico. Esta investigaci&#243;n tuvo como objetivo examinar como los estudiantes perciben la experiencia con NPI, teniendo en cuenta los objetivos de su aplicaci&#243;n. Para la recolecci&#243;n de datos, fue utilizado un cuestionario con preguntas espec&#237;ficas y generales. Los respondientes fueron estudiantes de los &#250;ltimos a&#241;os de cursos de bachillerato. Los resultados indican que la mayor&#237;a de los estudiantes se dan cuenta de la importancia de esta experiencia, mostrando un nuevo perfil de docente, abierto a nuevas propuestas y al di&#225;logo con sus colegas de trabajo con la intenci&#243;n de enfrentar los desaf&#237;os educacionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[INTEGRAÇÃO PEDAGÓGICA]]></kwd>
<kwd lng="pt"><![CDATA[PERFIL DOCENTE]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[PEDAGOGICAL INTEGRATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHER PROFILE]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN PARA MAESTRO]]></kwd>
<kwd lng="es"><![CDATA[INTEGRACIÓN PEDAGÓGICA]]></kwd>
<kwd lng="es"><![CDATA[PERFIL DOCENTE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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