<?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>S0102-46982021000100803</article-id>
<article-id pub-id-type="doi">10.1590/0102-469833828</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DISPOSITIVOS FORMATIVOS NAS LICENCIATURAS: ANÁLISE DE EXPERIÊNCIAS BRASILEIRAS À LUZ DA LITERATURA FRANCÓFONA]]></article-title>
<article-title xml:lang="es"><![CDATA[DISPOSITIVOS DE FORMACIÓN EN CURSOS DE LICENCIATURA: ANÁLISIS DE EXPERIENCIAS BRASILEÑAS A LA LUZ DE LA LITERATURA FRANCÓFONA]]></article-title>
<article-title xml:lang="en"><![CDATA[FORMATIVE TOOLS ON UNDERGRADUATE PROGRAMS: ANALYSIS OF BRAZILIAN EXPERIENCES IN THE LIGHT OF FRANCOPHONE LITERATURE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TARTUCE]]></surname>
<given-names><![CDATA[GISELA LOBO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DAVIS]]></surname>
<given-names><![CDATA[CLAUDIA LEME FERREIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[PATRÍCIA CRISTINA ALBIERI DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Unasp  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</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=S0102-46982021000100803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100803&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Muito se discute, do ponto de vista teórico, a formação inicial de professores, a despeito de se saber pouco do que se passa no âmbito das licenciaturas brasileiras. Com base em resultados inéditos de pesquisa anterior, aqui ampliados e aprofundados, o objetivo deste artigo é duplo: (a) analisar e divulgar as propostas pedagógicas voltadas à formação inicial docente nos países francófonos, importante grupo de referência no Brasil, e (b) verificar como - e com quais configurações - aspectos afeitos a essa literatura aparecem no país. Para tanto, recorreu-se às experiências vencedoras do Prêmio Professor Rubens Murillo Marques (PPRMM), que valoriza o formador de professores e divulga as experiências que contribuem para aprendizagem da docência. Os resultados indicam que, apesar dos entraves de ordem macro, há também iniciativas pontuais que conseguem promover a unidade entre teoria e prática, ao favorecer a aproximação do licenciando com a escola em outros momentos do curso que não apenas nas disciplinas de estágio. Com isso, os futuros professores aprendem a utilizar as teorias disponibilizadas nas universidades no contexto de escolas de educação básica, refletindo, analisando e questionando os dispositivos que utilizam, à luz dos resultados esperados e obtidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En Brasil, la formación inicial del profesorado es muy estudiada desde un punto de vista teórico, a pesar de que poco se conoce sobre lo que ocurre en el contexto de sus licenciaturas. A partir de resultados inéditos de investigación anterior, aquí ampliada y profundizada, el objetivo de este artículo es doble: (a) analizar y difundir las propuestas pedagógicas orientadas a la formación inicial docente en los países francófonos, importante grupo de referencia en Brasil y (b) verificar cómo - y con qué configuraciones - aparecen en el país aspectos relacionados con esta literatura. Para ello, utilizamos las experiencias ganadoras del Premio Profesor Rubens Murillo Marques (PPRMM), que valora al formador de futuros docentes y difunde las experiencias que contribuyen al aprendizaje de la enseñanza. Los resultados indican que, a pesar de los macro obstáculos, también existen iniciativas específicas que logran promover la unidad entre teoría y práctica, al favorecer la aproximación del estudiante con la escuela en otros momentos del curso que no sean los de las asignaturas de prácticas. Con esto, los futuros docentes aprenden a utilizar las teorías conocidas en la universidad en el contexto de las escuelas de educación básica, reflexionando, analizando y cuestionando los dispositivos que utilizan, contrastando los resultados esperados y los obtenidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: There has been considerable discussion, from a theoretical perspective, around the topic of Initial Teacher Education (ITE), but there has been little focus or understanding relating to ITE with respect to Brazilian undergraduate programs. Building on the unpublished results of previous research, the objective of this article is twofold: (a) to analyze and disseminate the pedagogical proposals for initial teacher education in French-speaking countries, an important reference group for Brazil, and (b) to identify how - and in what form - aspects derived from this literature appear in Brazil. With this objective in mind, we have drawn on the experiences of winners of the Professor Rubens Murillo Marques Award (PPRMM), which places great value on the education and development of teachers and has shared experiences that contribute to this end. The results indicate that, despite the obstacles seen at a macro-level, there are specific initiatives that can unite theory and practice, promoting opportunities for contact with the class environment at other times on the program than simply during the internship phase. From this contact, future teachers learn how to implement the theories discussed on the university programs in the context of basic education, assessing and evaluating the tools used in the light of the results obtained.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Literatura francófona]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas inspiradoras]]></kwd>
<kwd lng="pt"><![CDATA[Dispositivos de formação]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Literatura francófona]]></kwd>
<kwd lng="es"><![CDATA[Experiencias pedagógicas intrigantes]]></kwd>
<kwd lng="es"><![CDATA[Dispositivos de formación]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Francophone literature]]></kwd>
<kwd lng="en"><![CDATA[Inspiring pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Training devices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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