<?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>S1981-25822016000200220</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.2.20243</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem da doc&#234;ncia e desenvolvimento profissional na Educa&#231;&#227;o Infantil - aproxima&#231;&#245;es no contexto escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching learning and professional development in early childhood education - approaches in the school context]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje de la docencia y desarrollo profesional en la Educación Infantil - aproximaciones en el contexto escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Luciana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<fpage>220</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000200220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresentam-se an&#225;lises de uma pesquisa de doutorado, cuja interven&#231;&#227;o constitui-se em um ambiente de forma&#231;&#227;o h&#237;brido, envolvendo pesquisadores, professoras experientes e estudantes de pedagogia na modalidade a dist&#226;ncia. A parceria entre os atores se deu em momentos de intera&#231;&#227;o online e presencial, nos quais foram propostas, implementadas e avaliadas "experi&#234;ncias de ensino e aprendizagem". A pesquisa se pauta no trabalho colaborativo, tendo em vista a supera&#231;&#227;o de dilemas presentes no cotidiano da atividade docente. Os instrumentos de coletas de dados s&#227;o as narrativas escritas sistematizadas no ambiente virtual de aprendizagem (AVA), desenvolvido por ocasi&#227;o da pesquisa-interven&#231;&#227;o. As an&#225;lises referem-se a uma das 10 parcerias estabelecidas - situadas no contexto da Educa&#231;&#227;o Infantil - e sugerem que a intera&#231;&#227;o em espa&#231;os h&#237;bridos pode alavancar processos de aprendizagem e desenvolvimento profissional. Dentre as conclus&#245;es, est&#225; a fragilidade de uma &#225;rea de ensino (Educa&#231;&#227;o Infantil), cujo curr&#237;culo se estabelece por meio de referenciais e diretrizes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work presents data from a PhD research which intervention consists on a hybrid formation environment formed by researchers, experienced teachers and in distance mode Pedagogy students. The partnership between the actors has happened in moments of online and face to face interaction when teaching and learning experiences have been proposed, implemented and evaluated. The research is based on collaborative work through the overcoming of concrete dilemmas present in the basic education teachers' routines. The data collection instruments are written narratives systematized in the virtual learning environment (VLE) and developed during the intervention-research. The analysis refers to one of the ten partnerships established within the context of Early Childhood Education suggesting that the participation in hybrid formative spaces can boost processes of learning and professional development. Among other things, the conclusion shows the fragility of a teaching area whose curriculum is established by means of references and guidelines.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presentan an&#225;lisis de una tesis doctoral, cuya intervenci&#243;n se constituye como un entorno de formaci&#243;n h&#237;brido, involucrando a investigadores, profesoras con experiencia y estudiantes de pedagog&#237;a en la modalidad de ense&#241;anza a distancia. La compa&#241;&#237;a entre los actores sucedi&#243; en momentos de interacci&#243;n en l&#237;nea y presencial, en las cuales fueron propuestas, implementadas y evaluadas "experiencias de ense&#241;anza y aprendizaje". La investigaci&#243;n se basa en el trabajo colaborativo, teniendo en cuenta la superaci&#243;n de dilemas presentes en el cotidiano del trabajo docente. Los instrumentos de colectas de datos son las narrativas escritas sistematizadas en la comunidad virtual de aprendizaje, desarrollada en ocasi&#243;n de la investigaci&#243;n-intervenci&#243;n. Los an&#225;lisis se refieren a una de las diez aparcer&#237;as establecidas - ubicada en el contexto de la Educaci&#243;n Infantil - y sugieren que la interacci&#243;n en espacios h&#237;bridos de formaci&#243;n puede incentivar procesos de aprendizaje y desarrollo profesional. De entre las conclusiones, est&#225; la fragilidad de un &#225;rea de ense&#241;anza (Educaci&#243;n Infantil), cuyo curr&#237;culo se establece por medio de referenciales y directrices]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação Híbrida]]></kwd>
<kwd lng="pt"><![CDATA[Terceiro Espaço]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Hybrid Education]]></kwd>
<kwd lng="en"><![CDATA[Third Spac]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Híbrida]]></kwd>
<kwd lng="es"><![CDATA[Tercer Espacio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COLE]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[KNOWLES]]></surname>
<given-names><![CDATA[J. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher development partnership research: a focus on methods and issues.]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year></year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>473-95</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARCIA]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Los profesores como trabajadores del conocimento. Certidumbres y desafíos para una formación a lo largo de la vida.]]></article-title>
<source><![CDATA[Educar]]></source>
<year></year>
<numero>30</numero>
<issue>30</issue>
<page-range>27-56</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARGREAVES]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educational changetakes ages: life, career and generational factors in teachers emotional responses to educational change.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>21</volume>
<page-range>967-83</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOEKSTRA]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Experienced teachers' informal learning: learning activities and changes in behavior and cognition.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>25</volume>
<page-range>663-73</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Aprendizagem da docência: algumas contribuições de L. S. Shulman.]]></article-title>
<source><![CDATA[Revista do Centro de Educação]]></source>
<year></year>
<volume>29</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEÑA]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[de]]></surname>
<given-names><![CDATA[L. D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[ALLEGRETTI]]></surname>
<given-names><![CDATA[S. M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Escola híbrida: aprendizes imersivos.]]></article-title>
<source><![CDATA[Revista Cet]]></source>
<year></year>
<volume>01</volume>
<numero>02</numero>
<issue>02</issue>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[POULSON]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Paradigm lost? Subject knowledge, primary teachers and education policy.]]></article-title>
<source><![CDATA[British Journal of Educational Studies]]></source>
<year></year>
<volume>49</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>40-55</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REALI]]></surname>
<given-names><![CDATA[A. M. M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[TANCREDI]]></surname>
<given-names><![CDATA[R. M. S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Programa de mentoria online: espaço para o desenvolvimento profissional de professoras iniciantes e expe-rientes.]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year></year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>07-95</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHULMAN]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Those who understand: knowledge growth in teaching.]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year></year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades.]]></article-title>
<source><![CDATA[Educação]]></source>
<year></year>
<volume>35</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>479-504</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
