<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352017000300227</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2017v55n45ID12752</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação intergeracional e aprendizagem docente: elementos para rediscutir a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Intergenerational relationship and teacher learning: elements for rediscussing teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Relación intergeneracional y aprendizaje docente: elementos para rediscutir la formación de profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarti]]></surname>
<given-names><![CDATA[Flavia Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[Michelle Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>55</volume>
<numero>45</numero>
<fpage>227</fpage>
<lpage>253</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352017000300227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352017000300227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352017000300227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute aspectos relativos &#224; aprendizagem docente, compreendida como processo de socializa&#231;&#227;o profissional. Destaca a import&#226;ncia das rela&#231;&#245;es intergeracionais estabelecidas entre professores iniciantes (entre os quais, os estudantes das licenciaturas durante os est&#225;gios) e professores experientes em situa&#231;&#245;es de ensino. Parte de resultados obtidos no &#226;mbito de uma investiga&#231;&#227;o qualitativa, que elegeu como referencial emp&#237;rico o est&#225;gio supervisionado em um curso de Pedagogia. A coleta de dados ocorreu por meio de observa&#231;&#245;es (com o recurso de videograva&#231;&#227;o) das aulas de uma estagi&#225;ria do curso e de entrevistas semi-estruturadas (recorrendo &#224; videoconfronta&#231;&#227;o) realizadas com a estagi&#225;ria e a professora supervisora do est&#225;gio. Os dados foram analisados no que se refere ao seu conte&#250;do, a partir de categorias te&#243;ricas desenvolvidas por autores ligados &#224; did&#225;tica profissional e por autores que, sob outras perspectivas, tamb&#233;m discutem o processo de desenvolvimento profissional docente. As discuss&#245;es propostas ressaltam importantes lacunas no modelo de forma&#231;&#227;o inicial vigente, no que se refere a sua dimens&#227;o inici&#225;tica, como parte de um processo mais amplo de socializa&#231;&#227;o profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses teacher learning as a process of professional socialization, highlighting the importance of intergenerational relationships between new teachers (including undergraduate students during trainees) and senior teachers in teaching situations. It is based on the results obtained in a qualitative research that has as the empirical reference a supervised trainee in a Pedagogy course. Data collection were done through observations (with video recording) of the trainee&#8217;s classes and semi-structured interviews (using videoconfrontation) performed with the trainee and the teacher responsible for the traineeship. We analyzed these data in terms of their content, through theoretical categories developed by authors who are related to professional didactics and others who, from different perspectives, also discuss the process of professional teacher development. The discussions emphasize important gaps in the current initial training model, in terms of its initiatory dimension, as part of a broader process of professional socialization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo discute aspectos relativos al aprendizaje docente, comprendido como proceso de socializaci&#243;n profesional. Destaca la importancia de las relaciones intergeneracionales establecidas entre profesores iniciantes (entre ellos, los estudiantes de las licenciaturas durante sus pr&#225;cticas) y profesores con experiencia en situaciones de ense&#241;anza. Tiene como punto de partida los resultados obtenidos en el &#225;mbito de una investigaci&#243;n cualitativa, que eligi&#243; como referencial emp&#237;rico las pr&#225;cticas supervisadas en un curso de Pedagog&#237;a. La recolecci&#243;n de datos ocurri&#243; por medio de observaciones (con el recurso de la videograbaci&#243;n) de las clases de una practicante del curso y de entrevistas semiestructuradas (recurriendo a la v&#237;deo confrontaci&#243;n) realizadas con la practicante y la profesora supervisora de las pr&#225;cticas. Los datos se analizaron en cuanto a su contenido, a partir de categor&#237;as te&#243;ricas desarrolladas por autores relacionados a la did&#225;ctica profesional y por autores que, bajo otras perspectivas, tambi&#233;n discuten el proceso de desenvolvimiento profesional docente. Las discusiones propuestas resaltan importantes lagunas en el modelo de formaci&#243;n inicial vigente, en lo que se refiere a su dimensi&#243;n inici&#225;tica, como parte de un proceso m&#225;s amplio de socializaci&#243;n profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Videoconfrontação]]></kwd>
<kwd lng="pt"><![CDATA[Didática profissional]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Videoconfrontation]]></kwd>
<kwd lng="en"><![CDATA[Professional didactics]]></kwd>
<kwd lng="es"><![CDATA[Desenvolvimiento profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Vídeo confrontación]]></kwd>
<kwd lng="es"><![CDATA[Didáctica profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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