<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000300764</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i3p764-786</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fios que se unem nas tramas do curriculo e da formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Threads that weave the fabric of curriculum and formation]]></article-title>
<article-title xml:lang="es"><![CDATA[Hilos que se unen en las tramas del curriculum y de la formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Neide Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Hilda Mara Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<fpage>764</fpage>
<lpage>786</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000300764&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este estudo objetiva compreender como a rela&#231;&#227;o entre o curr&#237;culo institu&#237;do e a forma&#231;&#227;o propriamente dita acontece e se manifesta nos contextos de est&#225;gios supervisionados, considerando que o curso de Pedagogia tem como eixo principal a forma&#231;&#227;o de professores para a educa&#231;&#227;o infantil e os primeiros anos do ensino fundamental. Partimos do pressuposto de que discutir o curr&#237;culo conduz necessariamente a uma reflex&#227;o sobre: Como o professor &#233; formado? Com base nessa forma&#231;&#227;o, como ele operacionaliza a sua pr&#225;tica? O campo emp&#237;rico se constituiu de 25 (vinte e cinco) alunos do &#250;ltimo per&#237;odo do Curso de Pedagogia da Universidade Federal do Piau&#237;, e desse total sorteamos aleatoriamente 10 (dez) alunos para compor a nossa amostra. Na perspectiva metodol&#243;gica, o estudo se caracteriza como uma pesquisa qualitativa cujo dispositivo de media&#231;&#227;o se constitui de um question&#225;rio composto de quest&#245;es abertas no qual os alunos puderam expressar suas ang&#250;stias e tens&#245;es originadas desse momento de conclus&#227;o da forma&#231;&#227;o inicial. Os resultados apontam que as reflex&#245;es trazidas pelos alunos nos conduziram &#224; apreens&#227;o de que a rela&#231;&#227;o instituinte/institu&#237;do do curr&#237;culo provoca conflitos e tens&#245;es que podem acarretar processos de institucionaliza&#231;&#227;o din&#226;micos e &#250;nicos considerando ser nessa perspectiva que se opera a rela&#231;&#227;o entre curr&#237;culo e forma&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This study aims to understand how the relation between the established curriculum and the formation occurs and manifests in the context of supervised training, considering that the Pedagogy Course&#8217;s main axis is the formation of teachers for elementary education and for the first years of basic education. We assumed that discuss the curriculum necessarily leads to a reflection about: how the teacher is formed? Based on this formation, how he operationalizes your practice? The empirical field is composed of 25 (twenty five) students of the last period of the Pedagogy Course at the Federal University of Piau&#237;, and this total we randomly selected ten (10) students to compose our sample. In methodological perspective, the study was characterized as a qualitative research with the mediation device constituted by a questionnaire with open questions in which students were able to express their anxieties and tensions caused that moment of completion of the initial formation. The results indicate that the reflections brought by students led us to the comprehension that the relation between instituted and instituting curriculum causes conflicts and tensions that can cause dynamic and unique processes of institutionalization considering that, in this perspective, which operates the relation between curriculum and formation. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Este estudio tiene como objetivo comprender c&#243;mo la relaci&#243;n entre el curr&#237;culo instituido y la formaci&#243;n propiamente dicha ocurre y se manifiesta en los contextos de pr&#225;cticas supervisadas, considerando que el curso de Pedagog&#237;a tiene como eje principal la formaci&#243;n de profesores para la educaci&#243;n infantil y los primeros a&#241;os de la ense&#241;anza fundamental. Partimos del supuesto de que discutir el curr&#237;culo conduce necesariamente a una reflexi&#243;n sobre: &#191;C&#243;mo se forma el profesor? Sobre la base de esta formaci&#243;n, &#191;c&#243;mo opera su pr&#225;ctica? El campo emp&#237;rico se constituy&#243; de 25 (veinticinco) alumnos del &#250;ltimo per&#237;odo del Curso de Pedagog&#237;a de la Universidad Federal de Piau&#237;, y de ese total sorteamos aleatoriamente 10 (diez) alumnos para componer nuestra muestra. En la perspectiva metodol&#243;gica, el estudio se caracteriza como una investigaci&#243;n cualitativa cuyo dispositivo de mediaci&#243;n se constituye de un cuestionario compuesto de cuestiones abiertas en el cual los alumnos pudieron expresar sus angustias y tensiones originadas de ese momento de conclusi&#243;n de la formaci&#243;n inicial. Los resultados apuntan que las reflexiones tra&#237;das por los alumnos nos condujeron a la aprehensi&#243;n de que la relaci&#243;n instituyente/instituido del curr&#237;culo provoca conflictos y tensiones que pueden acarrear procesos de institucionalizaci&#243;n din&#225;micos y &#250;nicos considerando ser en esa perspectiva que se opera la relaci&#243;n entre curr&#237;culo y formaci&#243;n. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Curso de Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy Course]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Curso de Pedagogía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
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<person-group person-group-type="author">
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</name>
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<article-title xml:lang="en"><![CDATA[O campo do currículo no Brasil: os anos noventa.]]></article-title>
<source><![CDATA[Currículo sem fronteiras]]></source>
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<volume>1</volume>
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</back>
</article>
