<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092011000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais do trabalho do pedagogo na escola em tempo integral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Withers]]></surname>
<given-names><![CDATA[Simone Weinhardt]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ens]]></surname>
<given-names><![CDATA[Romilda Teodora]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Faculdade Educacional da Lapa  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,PUC  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>06</volume>
<numero>02</numero>
<fpage>223</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092011000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092011000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092011000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo busca compreender tensões e desafios do trabalho do pedagogo em escolas municipais com atendimento de tempo integral. Com o aporte teórico da Teoria das Representações Sociais e de estudos sobre a formação do pedagogo no Brasil e políticas educacionais, fez-se análise do corpus das 21 entrevistas semiestruturadas realizadas com pedagogas de escolas municipais de Curitiba, Paraná, com atendimento em tempo integral. Os estudos registraram que as representações sociais das pedagogas sobre seu trabalho como coordenadoras de ação pedagógica nessas escolas realizam um movimento entre suas angústias, frustrações, anseios, limitações, necessidades e desafios em relação ao seu cotidiano de trabalho na escola de tempo integral, perante a sua formação, as condições de trabalho e as necessidades de seu trabalho no espaço da escola. As representações revelam que o processo de formação e desenvolvimento profissional é marcado por expectativas e limitações, sem indicações das transformações que provocam mudanças no papel social atribuído ao pedagogo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper tries to understand tensions and challenges of the deputy head’s work in full-time city schools. Based on the Social Representation Theory as well as on studies on pedagogue education in Brazil and educational policies, we analysed the corpus of 21 semi-structured interviews made with pedagogues of full-time city schools in Curitiba, Paraná. The studies showed that the social representations of the deputy heads on their work as coordinators of the pedagogical work in those schools move among their anguish, frustrations, aspirations, limitations, necessities and challenges toward their daily work in the full-time school, related to their education, work conditions and necessities of their work within the school environment. The representations reveal that their professional education and development process is marked by expectations and limitations, without an indication of the transformations that provoke changes in the social role attributed to the deputy heads.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho do Pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Escola de Tempo Integral]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Deputy Head’s Work]]></kwd>
<kwd lng="en"><![CDATA[Full-Time School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Representa&ccedil;&otilde;es sociais do trabalho do pedagogo na escola  em tempo integral.</h2> <h3>Social  representations of the deputy head&rsquo;s work at full-time schools.</h3>     <p>&nbsp;</p> <h4>Simone Weinhardt Withers, Romilda Teodora Ens    <br> </h4> </font>      ]]></body><back>
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