<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000400076</article-id>
<article-id pub-id-type="doi">10.1590/198053145997</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO INFANTIL E O PIBID]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION FOR EARLY CHILDHOOD EDUCATION AND PIBID]]></article-title>
<article-title xml:lang="fr"><![CDATA[FORMATION DES ENSEIGNANTS DE LA PETITE ENFANCE ET LE PIBID]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DE PROFESORES DE EDUCACIÓN INFANTIL Y EL PIBID]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Daniela Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>174</numero>
<fpage>76</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000400076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000400076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000400076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo compreender peculiaridades da formação de professores da educação infantil e discutir especificidades da docência nesse contexto. Para tal, apresenta reflexões acerca do trabalho formativo do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) Pedagogia/Educação Infantil numa universidade federal nos anos de 2016 e 2017, a partir da análise dos registros produzidos no processo. Os interlocutores privilegiados são: Mikhail Bakhtin, na consideração do caráter alteritário da formação; e, paralelamente, Maurice Tardif, Antonio Nóvoa e Maria do Céu Roldão, que sublinham a centralidade da prática na formação e a profissionalidade dos professores. Nesse cenário, são tematizados desafios da docência na 1ª etapa da educação básica; de modo especial, a construção de práticas pedagógicas centradas nas crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand specificities of early childhood teacher education and the specificities of early childhood teaching. To this end, it reflects on the formative work of PIBID [Programa Institucional de Bolsas de Iniciação à Docência] Pedagogy/Early Childhood Education in a federal university in 2016 and 2017 by analyzing the records produced in the process and by dialoguing with the ideas of Mikhail Bakhtin for considering the alterity of education, as well as those of Maurice Tardif, Antonio Nóvoa and Maria do Céu Roldão, who emphasize the centrality of practice in teacher education and professionality. In this framework, the article discusses the challenges of teaching in early childhood education and particularly the construction of child-centered pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article vise à comprendre les particularités de la formation des enseignants de la petite enfance et à discuter les spécificités d&#8217;un tel enseignement. À cette fin, il présente des réflexions sur le travail de formation du PIBID (Programa Institucional de Bolsas de Iniciação à Docência [Programme Institutionnel de Bourses d&#8217;Initiation a l&#8217;Enseignement]) Pédagogie/Éducation de la Petite Enfance dans une université fédérale en 2016 et 2017, à partir de l&#8217;analyse des notes prises au cours du processus. Les interlocuteurs suivants ont été privilégiés: Mikhaïl Bakhtin, pour les considérations sur le caractère altéritaire de la formation; Maurice Tardif, Antonio Nóvoa et Maria do Céu Roldão, parce qu&#8217;ils mettent en relief la centralité de la pratique dans la formation et la professionnalité des enseignants. Ce contexte rend possible la thématisation des défis qui se posent à l&#8217;enseignement de cette première étape de l&#8217;éducation de base, en particulier la construction de pratiques pédagogiques centrées sur les enfants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene el objetivo de comprender peculiaridades de la formación de profesores de Educación Infantil y discutir especificidades de la docencia en este contexto. Para ello, presenta reflexiones acerca del trabajo formativo del PIBID (Programa Institucional de Bolsas de Iniciação à Docência) Pedagogía/Educación infantil en una universidad federal en los años 2016 y 2017, a partir del análisis de los registros producidos en el proceso. Los interlocutores privilegiados son Mikhail Bakhtin, en la consideración del carácter de alteridad de la formación y, paralelamente, Maurice Tardif, Antonio Nóvoa y Maria do Céu Roldão, que subrayan la centralidad de la práctica en la formación y profesionalidad de los profesores. En este escenario, se tematizan desafíos de la docencia en la 1ª etapa de la Educación Básica; de modo especial, la construcción de prácticas pedagógicas centradas en los niños.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO INFANTIL]]></kwd>
<kwd lng="pt"><![CDATA[ALTERIDADE]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[PIBID]]></kwd>
<kwd lng="en"><![CDATA[EARLY CHILDHOOD EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[ALTERITY]]></kwd>
<kwd lng="en"><![CDATA[TEACHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[PIBID]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION DE LA PETITE ENFANCE]]></kwd>
<kwd lng="fr"><![CDATA[ALTÉRITÉ]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[PIBID]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN INFANTIL]]></kwd>
<kwd lng="es"><![CDATA[ALTERIDAD]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[PIBID]]></kwd>
</kwd-group>
</article-meta>
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