<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000300087</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49152</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Coordenadoras pedag&#243;gicas e diversidade: entre percursos formativos e pr&#225;ticas na escola b&#225;sica]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical coordinators and diversity: between training courses and practices at elementary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Wilma de Nazaré Baía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Carlos Aldemir Farias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,wilmacoelho@yahoo.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,carlosfarias1@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará Instituto de Filosofia e Ciências Humanas ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>spe</volume>
<numero>1</numero>
<fpage>87</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000300087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000300087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000300087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta pr&#225;ticas que conformam a forma&#231;&#227;o e a atua&#231;&#227;o de coordenadoras pedag&#243;gicas de cinco escolas da periferia do munic&#237;pio de Bel&#233;m, estado do Par&#225;, tendo por base as novas diretrizes curriculares nacionais para a forma&#231;&#227;o inicial e continuada dos profissionais do magist&#233;rio da Educa&#231;&#227;o B&#225;sica, de 1 de julho de 2015. Nossa inten&#231;&#227;o &#233; analisar como o percurso formativo desses profissionais (des)favorece pr&#225;ticas pedag&#243;gicas atentas aos &#8220;sentidos de diversidade e desigualdade&#8221;. Analisaremos os processos formativos e as pr&#225;ticas pedag&#243;gicas das coordenadoras atuantes em escolas p&#250;blicas de Ensino Fundamental e M&#233;dio, tendo a compreens&#227;o de que a interfer&#234;ncia de t&#233;cnicos pedag&#243;gicos sobre os procedimentos te&#243;ricos e metodol&#243;gicos &#233; decisiva para a condu&#231;&#227;o do trabalho pedag&#243;gico de uma institui&#231;&#227;o escolar, uma vez que estes profissionais figuram entre os que atuam na defini&#231;&#227;o de pol&#237;ticas educacionais internas. Entre as conclus&#245;es realizadas, constatamos, por meio de documentos escritos e orais, o descompasso entre a forma&#231;&#227;o para uma escola ideal e o parco conhecimento das rela&#231;&#245;es contextuais de desigualdades, afetando estruturalmente as pr&#225;ticas pedag&#243;gicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents practices that form the base of pedagogical coordinators&#8217; formation and activities. The subjects work in five schools in the outskirts of Bel&#233;m (Par&#225;, Brazil), and try to imbed their methods on the new national curriculum guidelines for elementary teachers&#8217; initial and ongoing formation, of July 1st, 2015. We intend to analyze how these professionals&#8217; formation favors (or does not) teaching practices attentive to &#8220;the meanings of diversity and inequality&#8221;. We will analyze educational processes and teaching praxes of pedagogical coordinators who work at public primary and secondary schools, because we understand that pedagogical technicians grounded in theoretical and methodological procedures are crucial to the conduction of educational labor at school, since those professionals are among the ones who deal with the definition of internal educational policies. Through written and oral documents, conclusions suggest that the mismatch between formation for an ideal school and the meager knowledge of contextual relations of inequality structurally affects pedagogical practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenadoras pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Escola Básica]]></kwd>
<kwd lng="pt"><![CDATA[Práticas]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Sentidos de diversidade e desigualdade.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical coordinators]]></kwd>
<kwd lng="en"><![CDATA[Elementary school practices]]></kwd>
<kwd lng="en"><![CDATA[Curriculum guidelines]]></kwd>
<kwd lng="en"><![CDATA[The meanings of diversity and inequality.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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