<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312014000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inicial de professores para a educação básica: pesquisas e políticas educacionais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gatti]]></surname>
<given-names><![CDATA[Bernardete A.]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>25</volume>
<numero>57</numero>
<fpage>24</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312014000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312014000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312014000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo aborda a relação complexa entre pesquisa e políticas educacionais e propõe-se a fazer uma síntese do estado do conhecimento sobre formação inicial de professores nos cursos de graduação. Com base em pesquisas e ensaios relevantes sobre o tema, discute os aspectos que mais recorrentemente emergem nesses trabalhos, a saber: improvisação de professores; ausência de uma política nacional específica para as licenciaturas; pouca atenção às pesquisas sobre o tema; diretrizes curriculares isoladas por curso; currículos fragmentados; estágios sem projeto e acompanhamento; aumento da oferta de cursos a distância; despreparo de docentes das instituições de ensino superior para formar professores; e características socioeducacionais e culturais dos estudantes, permanência e evasão nos cursos. Conclui que os impasses encontrados chamam por novas posturas institucionais e políticas mais vigorosas, e que as pesquisas têm muito a contribuir para isso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo aborda la compleja relación entre la investigación y políticas educativas y se propone a efectuar una síntesis del estado del conocimiento sobre la formación inicial de profesores en los cursos de graduación. En base a investigaciones y ensayos relevantes sobre el tema, discute los aspectos que de forma más recurrente emergen en estos trabajos, a saber: la improvisación de los profesores; la ausencia de una política nacional específica para las licenciaturas; poca atención a las investigaciones sobre el tema; directivas curriculares aisladas por curso; currículos fragmentados; pasantías sin proyecto y seguimiento; aumento de la oferta de cursos a distancia; falta de preparación de docentes de las Instituciones de Enseñanza Superior para formar profesores; y características socioeducativas y culturales de los estudiantes, permanencia y evasión en los cursos. Concluye que los impasses encontrados demandan nuevas posturas institucionales y políticas más vigorosas, y que las investigaciones pueden contribuir mucho para ello.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents the complex relationship between research and education policies, and is intended to provide a round-up of what is known about teachers education in Brazil. Based on researches and essays pertaining to the subject, we discuss the most recurring aspects on such works, namely, impromptu teachers, absence of a nation-wide policy specific for teaching degree type courses, lack of attention to researches on the subject, curriculum directives segregated by course, internships lacking in both supervision and a project, increased availability of long distance courses, unprepared professors in higher education institutions who educate future teachers as well as the cultural and social-educational characteristics of the students and whether they stay in school or become drop-outs. We have concluded that the obstacles we found demand a new institutional stance and more vigorous policies, not to mention that further studies can assist in dealing with those issues.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estágio]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Pasantía]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="en"><![CDATA[Teaching Degree]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Professional Training]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="en"><![CDATA[Distance Learning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o  inicial de professores para a educa&ccedil;&atilde;o b&aacute;sica: Pesquisas e pol&iacute;ticas educacionais.</h2>     <p>&nbsp;</p> <h4>Bernardete  A. Gatti</h4> </font>      ]]></body><back>
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