<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000300017</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i46.1051</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A articulação entre a formação de professores e o ensino-pesquisa socialmente comprometidos]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between teacher education and teaching-research socially engajed]]></article-title>
<article-title xml:lang="es"><![CDATA[La relación entre la educación del profesor y la enseñanza-investigación socialmente comprometidos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bissoto]]></surname>
<given-names><![CDATA[Maria Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Antonio Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hilkner]]></surname>
<given-names><![CDATA[Regiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Salesiano de São Paulo  ]]></institution>
<addr-line><![CDATA[Americana São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>46</numero>
<fpage>17</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000300017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Analisa-se uma proposta de forma&#231;&#227;o docente baseada na articula&#231;&#227;o entre ensino e pesquisa socialmente comprometida, referenciada na Pedagogia Cr&#237;tico-Democr&#225;tica, com o objetivo de investigar se os intuitos colocados por essa proposta de forma&#231;&#227;o vem sendo alcan&#231;ados. S&#227;o discutidas as possibilidades de tal articula&#231;&#227;o para formar professores aptos a pensar numa perspectiva emancipat&#243;ria, entendendo a Educa&#231;&#227;o como bem p&#250;blico. Faz-se um estudo documental dos relat&#243;rios de pesquisa dos discentes, desenvolvidas no &#226;mbito do Projeto de A&#231;&#227;o Educativa (PAE), nos anos de 2011 a 2013, considerando-se as seguintes categorias: pensar criticamente, problematizar o cotidiano educacional e constituir-se enquanto impulsionador de transforma&#231;&#227;o social. Entende-se que a proposta do PAE, embora suas limita&#231;&#245;es - dentre estas romper com a consci&#234;ncia ing&#234;nua- contribui para a forma&#231;&#227;o do professor questionador da realidade, que reconhece a import&#226;ncia da investiga&#231;&#227;o para a pr&#225;xis docente e a de se constituir como produtor de saberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We analyze a proposal of teacher education based on the articulation between teaching and socially committed research, referenced in Critical-Democratic Pedagogy, with the objective of investigating if the intentions posed by this educational proposal have been reached. The possibilities to teaching teachers able to think of an emancipatory perspective, understanding Education as a public good following such articulation are discussed. It is a documental study on students&#8217; research reports developed under the Educational Action Project (PAE) in the years 2011 to 2013, considering the following categories: to think critically, to problematize the educational daily life and to constitute as a driver of social transformation. It is understood that the proposal of the PAE, although its limitations - among these breakdown the naive conscience - contributes to the formation of a teacher questioning of reality, which recognizes the importance of research for teacher praxis and the one of being a producer of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se analiza una propuesta de formaci&#243;n docente basada en la articulaci&#243;n entre ense&#241;anza e investigaci&#243;n socialmente comprometida, referenciada en la Pedagog&#237;a Cr&#237;tico-Democr&#225;tica, con el objetivo de investigar si los objetivos planteados por esa propuesta de formaci&#243;n se est&#225;n logrando. Se discuten las posibilidades de tal articulaci&#243;n para formar profesores aptos para pensar en una perspectiva emancipadora, entendiendo la Educaci&#243;n como bien p&#250;blico. Se realiza un estudio documental de los informes de investigaci&#243;n de los discentes, desarrollados en el marco del Proyecto de Acci&#243;n Educativa (PAE), en los a&#241;os 2011 a 2013, considerando las siguientes categor&#237;as: pensar cr&#237;ticamente, problematizar el cotidiano educativo y constituirse como impulsor de transformaci&#243;n social. Se entiende que la propuesta del PAE, aunque sus limitaciones -desde &#233;stas romper con la conciencia ingenua- contribuye a la formaci&#243;n del profesor cuestionador de la realidad, que reconoce la importancia de la investigaci&#243;n para la praxis docente y de constituirse como productor de saberes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[ensino e pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia crítico-democrática]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teaching and research]]></kwd>
<kwd lng="en"><![CDATA[critical-democratic Pedagogy]]></kwd>
<kwd lng="es"><![CDATA[formación del professorado]]></kwd>
<kwd lng="es"><![CDATA[la enseñanza y la investigación]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía crítico-democrática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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