<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822010000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os professores formadores e os saberes de orientação mediante ações tutorais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Maria Antonia Ramos de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Maria de Fátima Ramos de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Municipal de São Caetano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual Paulista “Júlio de Mesquita Filho” Departamento de Educação área de Didática ]]></institution>
<addr-line><![CDATA[Rio Claro ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>33</volume>
<numero>03</numero>
<fpage>213</fpage>
<lpage>221</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822010000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822010000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822010000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho identificamos saberes de orientação que professores orientadores mobilizam mediante o trabalho desenvolvido em atividades de Prática de Ensino e Estágio Supervisionado. Na pesquisa qualitativa, investigamos quatro professores de um Curso de Licenciatura em Química, surgindo saberes de orientação: dialógicos e afetivos; relativos à autoformação e auto-organização; ação colaborativa; técnico-científicos e pedagógicos relativos às áreas de conhecimento e os saberes sobre os processos teórico-práticos de aprendizagem da docência. Destacamos que os formadores desenvolvem os saberes dialógicos e afetivos e os de autoformação e auto-organização baseados na reflexão permanente. Os saberes de orientação voltados à ação colaborativa, os técnico-científicos e pedagógicos e os relativos processos teórico-práticos da aprendizagem sobre a docência precisam ser mais mobilizados na universidade e nas parcerias interinstitucionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we identify the advising knowledge that advisors exercise during the their activities in the “Teaching Practices” and “Oriented Training” disciplines. Using qualitative methods, we investigate four professors from an undergrad course that forms Chemistry Teachers. The flowing advising knowledges were identified: dialogic, affective, self-education; self-organization; collaborative action; knowledge on technical-scientific and pedagogical relative to chemistry and on the processes of learning to teach. The knowledges dialogic and affective, and self-formation and self-organization were built based on the constant reflexion. The remaining knowledges have to be developed through partnerships inside and between (or among) institutions, and greatly improve the education of teachers in formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Saberes de Orientação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Formadores]]></kwd>
<kwd lng="pt"><![CDATA[Racionalidade Emancipatória]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledges]]></kwd>
<kwd lng="en"><![CDATA[Advisoring Knowledges]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Emancipatory Rationality]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Os professores formadores e os saberes de orienta&ccedil;&atilde;o  mediante a&ccedil;&otilde;es tutorais.</h2> <h3>Adviser professors  and advising knowledges role in tutoring actions.</h3>     <p>&nbsp;</p> <h4>Maria Antonia Ramos de Azevedo, Maria de F&aacute;tima Ramos de  Andrade    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Ibero Americana de Educacion]]></source>
<year></year>
<numero>19</numero>
<issue>19</issue>
<page-range>101-143</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Teacher Education]]></source>
<year></year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>9-16</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
