<?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. Ponta Grossa]]></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>S1809-43092016000300861</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i3.0020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tensões e prioridades no processo de formação continuada do alfabetizador: da concepção à prática de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Tensions and priorities on the process of continuing training for literacy teacher: from the conception to the training practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Tensiones y prioridades en el proceso de formación continua de alfabetizadores: de la concepción hasta la práctica de formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cartaxo]]></surname>
<given-names><![CDATA[Simone Manosso]]></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 contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lucia Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>3</numero>
<fpage>861</fpage>
<lpage>880</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000300861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000300861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000300861&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo analisa os processos que marcaram pr&#225;ticas de forma&#231;&#227;o continuada dos alfabetizadores da Rede Municipal de Ensino de Curitiba, desde o per&#237;odo de 1963. Para isso buscou-se identificar como se caracterizaram os momentos da forma&#231;&#227;o continuada dos alfabetizadores, bem como reconhecer quais abordagens te&#243;ricas da alfabetiza&#231;&#227;o fizeram parte dos cursos de forma&#231;&#227;o continuada do professor. A abordagem de pesquisa &#233; qualitativa, e para a coleta de dados utilizaram-se a an&#225;lise documental e entrevistas. A an&#225;lise foi realizada tendo, como eixo epistemol&#243;gico a teoria como express&#227;o da pr&#225;tica (MARTINS, 1998; MORTATTI, 2000, 2013; SANTOS, 1992; THOMPSON, 2009). Apreendemos, da an&#225;lise, fatores determinantes do processo de forma&#231;&#227;o que partiram da necessidade de: instituir e sistematizar uma abordagem da alfabetiza&#231;&#227;o que abandone o velho e opte pelo novo; formar os professores, incluindo-os como coautores de sua forma&#231;&#227;o; desenvolver um processo de forma&#231;&#227;o respaldado pela teoria a ser agregada &#224;s pr&#225;ticas desenvolvidas pelos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the processes that mark the practice of continuing training of literacy teachers of Municipal Schools of Curitiba since 1963. Thereunto, we had an effort to identify how were characterized the times of continued training of literacy teacher, as well as recognize which theoretical approaches to literacy were part of continuing education courses in literacy teacher. The research has a qualitative approach and the data collection used document analysis and interviews. The analysis was carried out using as epistemological axis the theory as a practice expression (MARTINS, 1998; MORTATTI, 2000, 2013; SANTOS, 1992; THOMPSON, 2009). From the analysis we apprehend determinant factors of training process which started from the need to: establish and systematize a literacy approach, abandoning the old and opting for the new one; training teachers and including than as coauthors of their own education; develop a training process supported by the theory to be added to the practices developed by teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio analiza los procesos que han marcado las pr&#225;cticas de educaci&#243;n continua de los profesores de alfabetizaci&#243;n de la Red Municipal de Ense&#241;anza de Curitiba desde el per&#237;odo de 1963. Por tanto, hemos tratado de identificar c&#243;mo se caracterizan los tiempos de formaci&#243;n continua de los profesores de alfabetizaci&#243;n y reconocer cuales enfoques te&#243;ricos de la alfabetizaci&#243;n hicieron parte de la educaci&#243;n continua de profesores. El enfoque de investigaci&#243;n es cualitativo, y la colecci&#243;n de datos utiliz&#243; el an&#225;lisis documental y entrevistas. El an&#225;lisis fue realizado utilizando, como eje epistemol&#243;gico, la teor&#237;a c&#243;mo expresi&#243;n de la pr&#225;ctica (MARTINS, 1998; MORTATTI, 2000, 2013; SANTOS, 1992; THOMPSON, 2009). Aprehendemos, por medio del an&#225;lisis, factores que determinan el proceso de formaci&#243;n, que comenz&#243; a partir de la necesidad de: establecer y sistematizar un enfoque de alfabetizaci&#243;n que abandone lo viejo y opte por lo nuevo; capacitar a los maestros incluy&#233;ndolos como coautores de su formaci&#243;n; desarrollar un proceso de capacitaci&#243;n con el apoyo de la teor&#237;a que se a&#241;ade a las pr&#225;cticas desarrolladas por los profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Concepções de alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Teoria e prática]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Conceptions of literacy]]></kwd>
<kwd lng="en"><![CDATA[Theory and practice]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Concepciones de la alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Teoría y práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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