<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782022000100252</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782022270082</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre a forma escolar e a forma universitária na formação docente: o caso do plano nacional de formação dos professores da educação básica]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTRE LA FORMA ESCOLAR Y LA FORMA UNIVERSITARIA EN LA FORMACIÓN DOCENTE: EL CASO DE PARFOR]]></article-title>
<article-title xml:lang="en"><![CDATA[Between the school&#8217;s form and the university&#8217;s form in teacher training: the case of the national plan for the training of teachers of basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasques]]></surname>
<given-names><![CDATA[Andréia Lopes Pacheco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Rio Claro  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782022000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782022000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782022000100252&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo focaliza modelos de formação de professores em exercício no Brasil. Analisa a organização, os dispositivos formativos e as concepções de prática e saberes presentes no Curso de Primeira Licenciatura em Pedagogia do Plano Nacional de Formação de Professores da Educação Básica (Parfor), em sete câmpus de diferentes regiões do País. Ao combinar formação inicial e continuada, o curso tem o desafio de propor um modelo formativo que atenda às demandas profissionais docentes. A análise dos documentos oficiais e das entrevistas realizadas com coordenadores dos cursos revelou propostas marcadas pelas formas escolar e universitária de socialização. Essa configuração produz tensões com relação aos modelos formativos e à condição profissional dos professores cursistas que já passaram por processos de formação e socialização profissional. Os resultados indicam a necessidade de constituição de uma cultura profissional de formação docente situada na intersecção entre o campo de trabalho e a universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo enfoca modelos de formación de profesores actuantes en Brasil. Analiza la organización, los dispositivos formativos y las concepciones de práctica y saberes presentes en el Curso de Primera Licenciatura en Pedagogía del Plan Nacional de Formación de Profesores (Parfor), en siete campus de diferentes regiones del país. Al unir formación inicial y continuada, el curso tiene el desafío de proponer un modelo formativo que atienda las demandas profesionales docentes. El análisis de los documentos y de las entrevistas realizadas con los coordinadores de los cursos ha revelado propuestas marcadas por las formas escolar y universitaria de socialización. Esta configuración produce tensiones entre los modelos formativos y a la condición profesional de los profesores en el curso que ya pasaron por formación y socialización profesional. Los resultados indican la necesidad de constitución de una cultura profesional de formación docente situada entre el trabajo y la universidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on teacher training models targeting in-service teachers in Brazil. It analyzes the organization, the training tools, and the concepts of practice and knowledge present in the First Licentiate Degree in Pedagogy of the National Plan for the Training of Teachers of Basic Education [Curso de Primeira Licenciatura em Pedagogia do Plano Nacional de Formação de Professores] (Parfor), in seven campi in different Brazilian regions. By combining initial and continuing education, the course has the challenge to propose a training model that caters to teachers&#8217; professional demands. The analysis of official documents and interviews conducted with course coordinators shows proposals marked by the forms of socialization practiced at school and university. This configuration produces tensions regarding the training models and the professional condition of teachers-students that have already gone through training processes and professional socialization. The results indicate the need to build a professional culture of teacher training in the intersection between the work field and the university.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia da prática profissional]]></kwd>
<kwd lng="pt"><![CDATA[modelos de formação docente]]></kwd>
<kwd lng="pt"><![CDATA[cultura profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Parfor]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[epistemología de la práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[modelos de formación docente]]></kwd>
<kwd lng="es"><![CDATA[cultura profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Parfor]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[epistemology of professional practice]]></kwd>
<kwd lng="en"><![CDATA[teacher training models]]></kwd>
<kwd lng="en"><![CDATA[teacher professional culture]]></kwd>
<kwd lng="en"><![CDATA[Parfor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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