<?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>S0104-40602025000100123</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.91579</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A prática no processo de formação inicial de professores: uma revisão integrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[The practice in undergraduate degrees for teacher education: an integrative review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macêdo]]></surname>
<given-names><![CDATA[Marly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Delta do Parnaíba (UFDPar)  ]]></institution>
<addr-line><![CDATA[Parnaíba Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Internacional (UNINTER)  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602025000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602025000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602025000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta resultados de uma revisão sistemática focalizando as publicações acerca dos processos de formação inicial de professores centrados na epistemologia da prática como componente da formação docente nas licenciaturas. A metodologia de investigação é do tipo revisão integrativa, em que realizamos a reanálise de 65 artigos nacionais e internacionais, fundamentada na análise de conteúdo de Bardin (2016). Para a composição do corpus de análise, tomamos como referência os critérios de Vosgerau e Romanowski (2014) a partir de levantamento no indexador Educ@ e no periódico Teachers and Teaching - Theory and Practice. Os resultados apontaram a prática como elemento fundante na formação inicial de professores nas abordagens: (i) relação teoria-prática; (ii) a prática na aprendizagem da docência; (iii) estágios supervisionados; (iv) a prática reflexiva. A abordagem epistemológica da prática na formação de professores se expressa num movimento mais intenso da teoria como guia da ação direcionada para a superação da racionalidade técnica, mas que ainda não assume uma racionalidade crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents results from a systematic review focusing on publications about the processes of initial teacher education centered on the epistemology of practice as a component of teacher education in undergraduate courses. The research methodology is an integrative review, in which it performs the meta-analysis of sixty-five national and international papers, considering the content analysis of Bardin (2016). The composition of the corpus of analysis takes as reference the criteria of Vosgerau and Romanowski (2014) from a survey in the Educ@ indexer and in the journal Teachers and Teaching - Theory and Practice. The results pointed to practice as a fundamental element in the initial education of teachers in the approaches: (i) theory and practice relationship; (ii) practice in teaching learning; (iii) supervised internships; and (iv) reflective practice. The epistemological approach to practice in teacher education is expressed in a more intense movement of theory as a guide for action aimed at overcoming technical rationality, but it still does not assume critical rationality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática Formativa]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Formative Practice]]></kwd>
<kwd lng="en"><![CDATA[Supervised Internship]]></kwd>
</kwd-group>
</article-meta>
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