<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022013000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento da autocompreensão em posturas pedagógicas: explicitando o implícito entre os novos docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán-Valenzuela]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barnett]]></surname>
<given-names><![CDATA[Ronald]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidad de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="A05">
<institution><![CDATA[,University of London  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Reino Unido</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>39</volume>
<numero>04</numero>
<fpage>891</fpage>
<lpage>906</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022013000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022013000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022013000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em sua prática docente inicial, os professores universitários geralmente vivenciam dificuldades relacionadas a como promover a aprendizagem dos alunos (por exemplo, como planejar uma aula, usar os recursos pedagógicos e avaliar a aprendizagem). A maneira como os novos professores enfrentam e abordam essas dificuldades afeta a evolução de suas carreiras acadêmicas e o modo como eles usam diversos referenciais para refletir sobre suas práticas de ensino. Levando em conta que algumas dessas dificuldades ainda não são suficientemente compreendidas, este trabalho tem por objetivo analisá-las por meio de uma abordagem qualitativa. Para tanto, foram adotadas várias técnicas de coleta de dados e fontes (professores, estudantes e pesquisadora) ao longo de um ano letivo. Os resultados evidenciam as dificuldades explícitas reconhecidas pelos docentes em relação ao seu ensino. Além disso, os dados apontaram também para as dificuldades que permaneceram implícitas, sugerindo que elas podem ser particularmente resistentes à autocompreensão, pois estão relacionadas ao desejo interior dos docentes de ordem e previsibilidade em seu ensino. O artigo conclui sugerindo possíveis formas de melhorar tais pressupostos implícitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In their early teaching practice, university lecturers usually experience difficulties related to how to promote learning among students (e.g., how to plan a lesson, how to use pedagogical resources, and how to assess learning). The way in which new lecturers confront and address these difficulties impacts the evolution of their academic careers and how they use diverse frameworks to reflect on their teaching practices. Taking into account that some of these difficulties are not sufficiently understood yet, this paper aims to analyze them using a qualitative approach. This study adopted several data collection techniques and sources (teachers, students, and researcher) during a single academic year. The results underscored explicit difficulties recognized by the lecturers in relation to their teaching. However, this study’s data pointed also to difficulties that remained implicit, and the results suggested that these implicit difficulties may be particularly resistant to self-understanding because they are related to lecturers’ inner desire for order and predictability in their teaching. The paper concludes by suggesting possible ways of ameliorating such implicit presuppositions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Novos Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades Implícitas e Explícitas]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Qualitativa]]></kwd>
<kwd lng="en"><![CDATA[New lecturers]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
<kwd lng="en"><![CDATA[Implicit/Explicit Difficulties]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Research]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  desenvolvimento da autocompreens&atilde;o em posturas pedag&oacute;gicas: explicitando o impl&iacute;cito  entre os novos docentes.</h2> <h3>Developing self-understanding in pedagogical stances:  making explicit the implicit among new lecturers.</h3>     <p>&nbsp;</p> <h4>Carolina  Guzm&aacute;n-Valenzuela, Ronald Barnett    <br> </h4> </font>      ]]></body><back>
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