<?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>S0102-46982014000400181</article-id>
<article-id pub-id-type="doi">10.1590/S0102-46982014000400009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de didática: um estudo sobre concepções e práticas de professores formadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching didactics: a study about conceptions and practices of instructional teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Giseli Barreto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Estudos Pós-graduados em Educação: Psicologia da Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>30</volume>
<numero>4</numero>
<fpage>181</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982014000400181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982014000400181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982014000400181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto analisa concep&#231;&#245;es e pr&#225;ticas de professores de Did&#225;tica de tr&#234;s universidades, tendo por base a perspectiva de Did&#225;tica fundamental proposta por Candau (1983) e sua incorpora&#231;&#227;o pelos programas de forma&#231;&#227;o de professores. Foram realizados quatro grupos de discuss&#227;o, 40 entrevistas e 90 horas de observa&#231;&#227;o de aulas. Buscou-se conhecer quem &#233; esse professor que ensina Did&#225;tica, captar suas vis&#245;es sobre Did&#225;tica e identificar suas pr&#225;ticas em sala de aula para compreender como as concep&#231;&#245;es e pr&#225;ticas defendidas fundamentam o aprendizado da doc&#234;ncia. O quadro te&#243;rico da pesquisa foi elaborado com base em Rold&#227;o (2007), Gauthier (2006), Cochran-Smith &amp; Lytle (1999), Andr&#233; et al. (2010) e Zeichner (2009). Os resultados revelaram a tend&#234;ncia de ensinar Did&#225;tica a partir do tratamento de temas necess&#225;rios &#224; forma&#231;&#227;o de professores, sem, no entanto, se manifestar a preocupa&#231;&#227;o com a afirma&#231;&#227;o da Did&#225;tica fundamental, caracterizada pela multidimensionalidade do processo de ensinar e aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present text analyses the concepts and practices of teaching Didactics in three universities based on the fundamental concept of Didactics proposed by Candau (1983) and to understand how it is assimilated by teachers into majoring programs. Researching procedures included 4 focus groups, 40 interviews with teachers and 90 hours of classroom observation. The objective was to know who is that teacher who teaches undergraduating courses in Didactics to capture his or her views on Didactics and to identify their classroom practices, in order to understand how their claims, concepts and practices find their will to teach. The theoretical framework of researching was elaborated in accordance to ideas defended by Rold&#227;o (2007), Gauthier (2006), Cochran-Smith &amp;Lytle (1999), Andr&#233; et al. (2010) and Zeichner (2009).The results demonstrated that there is a tendency to teach Didactics from the point of view of themes based on topics for teaching but with no concern to reinforce the fundamental Didactics. However, it is necessary to be aware of the suggestion found on Fundamentals Didactics which comes characterized by its multidimensionality in the process of teaching and learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Currículo e Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Didática]]></kwd>
<kwd lng="pt"><![CDATA[Professor Formador.]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Curriculum and Teaching Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Didactics]]></kwd>
<kwd lng="en"><![CDATA[Teaching Educator.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
