<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732004000200013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação para o desenvolvimento sustentável e a formação de educadores/professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Education for sustainable development and the education of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación para el desarrollo sostenible y la formación de educadores/profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Mário]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2004</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2004</year>
</pub-date>
<volume>22</volume>
<numero>02</numero>
<fpage>547</fpage>
<lpage>575</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732004000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732004000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732004000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Começam por analisar-se, de forma sucinta, os conceitos de Desenvolvimento Sustentável (DS) e Educação para o Desenvolvimento Sustentável (EDS). Em seguida, após breves considerações a propósito dos modelos de formação de professores e das principais componentes dos currículos de universitários de formação inicial, são apresentadas sugestões para a sua reformulação, através da inclusão de vertentes que habilitem os professores a assumir-se como agentes de mudança na construção do DS. Por fim, sugere-se uma malha geopolítica e cultural, num contexto ibérico-sul americano e, particularmente, luso-brasileiro, para coordenação de investigação e acção no domínio da formação de professores para um futuro sustentável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We begin by analysing the evolution of the concepts of Sustainable Development (SD) and Education for Sustainable Development (ESD). After some considerations about teachers training models and the main components of teacher’s education curricula, we stress some suggestions for rethinking those curricula in order to include dimensions to train teachers as active agents in the construction of SD. We finish discussing what an Iberia and Latin American and, specially, a Portuguese-Brazilian geopolitical and cultural network could be build for coordinating some research on the training of teachers and intervention for a sustainable future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En el presente artículo comienza por un análisis sucinto de los conceptos de Desarrollo Sostenible (DS) y de Educación para el Desarrollo Sostenible (EDS). Posteriormente, se realizan breves consideraciones sobre los modelos de formación de profesores y de los principales componentes de los currículos universitarios de formación inicial, presentando algunas sugestiones para su reformulación, incluyendo vertientes que capaciten a los profesores como agentes de cambio en la construcción del DS. Finalmente, es discutida una matriz geopolítica y cultural, en un contexto ibérico y sur americano y, en particular, luso-brasilero, para la coordinación de investigaciones y acciones de la formación del profesorado para un futuro sostenible.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Sustentável]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="en"><![CDATA[Sustainable Development]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Sostenible]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A educa&ccedil;&atilde;o para o  desenvolvimento sustent&aacute;vel e a forma&ccedil;&atilde;o de educadores/professores.</h2> <h3>Education for sustainable development and the education of teachers.</h3> <h3>La educaci&oacute;n para el desarrollo sostenible y la formaci&oacute;n de educadores/profesores.</h3>     <p>&nbsp;</p> <h4>M&aacute;rio Freitas    <br> </h4> </font>      ]]></body><back>
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