<?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>S0102-46982021000100138</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698235838</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS FORMATIVAS NA FORMAÇÃO INICIAL DOCENTE: O CASO DO CONSÓRCIO DE PRÁTICA ESSENCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGIES OF PRE-SERVICE TEACHER EDUCATION: THE CORE PRACTICE CONSORTIUM CASE]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE FORMACIÓN EN LA FORMACIÓN INICIAL DEL PROFESOR: EL CASO DEL CONSORCIO DE PRÁCTICAS ESENCIALES (CORE PRACTICE CONSORTIUM)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BORN]]></surname>
<given-names><![CDATA[BARBARA BARBOSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MORICONI]]></surname>
<given-names><![CDATA[GABRIELA MIRANDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOUZANO]]></surname>
<given-names><![CDATA[PAULA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Stanford Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Palo Alto, Califórnia CA]]></addr-line>
<country>Estados Unidos</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Diego Portales Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Santiago Região Metropolitana]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este trabalho apresenta e discute as práticas formativas desenvolvidas pelo Consórcio de Prática Essencial (Core Practice Consortium - CPC), um conjunto de 12 Faculdades de Educação dos Estados Unidos que colaboram em pesquisas e iniciativas de formação de professores desde 2012. A metodologia utilizada foi uma revisão bibliográfica das produções acadêmicas das principais pesquisadoras do grupo nos últimos dez anos. Como resultado, identificou-se que a abordagem proposta pelo CPC se insere na &#8220;formação de professores centrada na prática&#8221; e busca preparar os licenciandos para desenvolver práticas consideradas essenciais para a docência na educação básica. Para tanto, os pesquisadores do consórcio identificaram práticas essenciais da docência em diferentes áreas do conhecimento - o conteúdo de ensino - e práticas formativas que se mostram efetivas no processo de ensino das práticas essenciais para futuros professores. As evidências produzidas pelo consórcio e exploradas neste trabalho podem se constituir em inspiração para as reflexões acerca de práticas formativas no contexto brasileiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper presents and discusses pedagogies developed by the Core Practice Consortium (CPC), a group of 12 Graduate Schools of Education in the United States who collaborate in teacher education research and practice since 2012. The method was a bibliographical review of the academic production of CPC&#8217;s main researchers for the last ten years. As a result, we found that the CPC is a &#8220;practice-based teacher education&#8221; approach and aims to prepare student teachers to enact practices considered essential for teaching in k12 education. For this purpose, researchers identified core practices for teaching in different subjects - the content - and pedagogies that appear to be effective on the process of teaching core practices to future teachers. The evidences produced by the consortium and explored in this paper may serve as an inspiration to reflections about pedagogies in the Brazilian context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo presenta y discute las pedagogías desarrolladas por el Core Practice Consortium (CPC), un grupo de 12 Facultades de Educación en los Estados Unidos que colaboran en la investigación y práctica de la formación docente desde 2012. El método empleado fue una revisión bibliográfica de la producción de los principales investigadores de CPC durante los últimos diez años. Como resultado, encontramos que el enfoque de CPC se enmarca dentro de la &#8220;formación docente basada en la práctica&#8221; y busca preparar a los futuros docentes para implementar prácticas consideradas esenciales para la enseñanza en la educación escolar. Para este propósito, los investigadores identificaron prácticas esenciales para la enseñanza en diferentes materias - el contenido de la enseñanza - y también pedagogías o prácticas formativas que parecen ser efectivas en el proceso de enseñanza de las prácticas esenciales a docentes en formación. La evidencia producida por el consorcio y explorada en este artículo puede servir de inspiración para reflexiones sobre las pedagogías en el contexto brasileño.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[práticas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[práticas formativas]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[pedagogies]]></kwd>
<kwd lng="en"><![CDATA[teacher initial education]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[pedagogías]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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