<?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>S0102-46982012000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escrita de diários na formação docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Paula Gestoso de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carneiro]]></surname>
<given-names><![CDATA[Reginaldo Fernando]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perez]]></surname>
<given-names><![CDATA[Silvia Maria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Evaldo Ribeiro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rosa Maria Moraes Anunciato de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<volume>28</volume>
<numero>01</numero>
<fpage>181</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982012000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo buscou investigar as contribuições da escrita de diários para estudantes de um curso de Pedagogia que já haviam cursado as disciplinas de estágio supervisionado para a docência, em que uma das atividades se referia à elaboração de diários de campo. Os dados foram coletados por meio de questionários com perguntas abertas. A análise dos dados evidenciou que os alunos registravam os acontecimentos no diário logo após o estágio e realizavam uma descrição detalhada deles. Para a maioria dos estudantes a escrita dos diários possibilitou a reflexão sobre a prática observada e sobre a sua própria prática, configurou-se como um apoio à memória e possibilitou o distanciamento das experiências vividas, permitindo a análise mais densa destas. Além disso, evidenciou-se a importância de o formador oferecer feedbacks, orais ou escritos, e de a reflexão sobre os acontecimentos ser pautada no referencial teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article investigated the contribution that keeping a diary, made to pedagogy students who had already attended a course with a supervised teaching stage, in which one of the activities involved the development of field diaries. Data was collected from questionnaires with open questions. Data analysis showed that the students recorded the events in the diary shortly after the supervised lesson/teaching period and that they produced a detailed description of the facts/events. For most students, keeping a diary allowed them to reflect on the practice (of other students) they observed, and on their own practice, while also assisting their memory of events and permitting some detachment from their experiences, thereby allowing a more profound analysis of what took place. Moreover, it provided evidence of the importance of the supervisor offering feedback, written or oral, and also the importance of referring to theoretical literature while reflecting on one's teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Diário de Campo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem da Docência]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Field Daily]]></kwd>
<kwd lng="en"><![CDATA[Teacher’s Learning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A escrita de di&aacute;rios na  forma&ccedil;&atilde;o docente.</h2> <h3>The writing of diaries in teacher education.</h3>     <p>&nbsp;</p> <h4>Ana Paula Gestoso de Souza,  Reginaldo Fernando Carneiro, Silvia Maria Perez, Evaldo Ribeiro Oliveira, Aline  Maria de Medeiros Rodrigues Reali, Rosa Maria Moraes Anunciato de Oliveira    <br> </h4> </font>      ]]></body><back>
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