<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982000000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diversidade cultural e formação de professores: um diálogo necessário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Nilma Lino]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,UFMG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2000</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2000</year>
</pub-date>
<numero>numeroespecial</numero>
<fpage>151</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982000000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982000000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982000000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo discute a formação de professores/as como um processo que vai além do pedagógico. É um processo político, social e cultural. Dessa forma, as vivências socioculturais dos sujeitos da educação deverão fazer parte da vida e das práticas dos centros de formação. O desafio desses centros é construir uma nova prática que inclua outros valores outros enfoques e outras questões presentes na sociedade, na escola e nas trajetórias dos sujeitos socioculturais. A diversidade aponta para a urgência de uma investigação sobre a formação de professores/as que inclua a diversidade cultural, tendo como enfoque o segmento negro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this article the teacher training is discussed as a political, social and cultural process. Consequently, it is argued that the training should consider all experience of the trainee, whatever aspects of his or her life may be involved. The teacher training must aim at a teaching process that includes other values and ways of understanding different aspects of society, educational institutions as well as the impact of social and cultural environments on students behavior. As a result, one of the main points that should receive immediate attention of teacher training centers is the specific situation of black people.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Negro]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Black People]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Diversidade cultural e formação de   professores: um diálogo necessário.</h2>     <p>&nbsp;</p> <h4>Nilma Lino Gomes</h4> </font>      ]]></body>
</article>
