<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2008000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Configurações curriculares em cursos de licenciatura e formação identitária de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terrazzan]]></surname>
<given-names><![CDATA[Eduardo A.]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Edna Falcão]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Winch]]></surname>
<given-names><![CDATA[Paula Gaida]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Andréia Aurélio da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2008</year>
</pub-date>
<volume>08</volume>
<numero>23</numero>
<fpage>71</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2008000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2008000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2008000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O Projeto de Pesquisa DIPIED tem desenvolvido, como uma de suas atividades, o estudo das recentes reformulações realizadas em Cursos de Licenciatura, procurando contribuir para uma melhor compreensão da organização das atuais configurações curriculares desses cursos. Neste trabalho, tomamos por base os Cursos de Licenciatura em Ciências Biológicas, em Física e em Química da UFSM, para analisar possibilidades das suas configurações Curriculares favorecerem a formação identitária do professor. Como fontes de informação, utilizamos os Projetos Político-Pedagógicos desses cursos. Constatamos que, aparentemente, os Cursos de Licenciatura em Ciências Biológicas e em Física dão menor ênfase à formação pedagógica de seus licenciados do que a Licenciatura em Química. Em muitos aspectos, esses cursos ainda mantêm semelhanças com a formação proposta em legislações anteriores sobre o assunto, o que indica não haver avanços significativos que garantam uma formação comprometida com as especificidades da ação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[DIPIED Research Project has developed, as one of its activities, the study of recent reformulations carried out in Teacher Education Undergraduate Courses, seeking to contribute for a better comprehension of the current curricular configuration of these courses. In this paper, we took as base the Teacher Education Undergraduate Courses in Biological Science, in Physics and in Chemistry from UFSM, to analyze the possibilities of curricular configurations help in teacher identity formation. As sources of information, we used Political- Pedagogic Project of these courses. We pointed out that, apparently, Teacher Education Undergraduate Courses in Biology Science and in Physics, give less emphasis on future teachers pedagogic education. In many aspects, these courses still maintain similarities to the teacher education proposed in previous legal terms about this thematic, which indicates that there is not meaningful improvement that guarantees an education more related to the specifications of teacher practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cursos de Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Configurações Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Prática como Componente Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Profissional]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education Undergraduate Courses]]></kwd>
<kwd lng="en"><![CDATA[Curricular Configurations]]></kwd>
<kwd lng="en"><![CDATA[Practice as Curriculum Component]]></kwd>
<kwd lng="en"><![CDATA[Curricular Pre-Professional Training]]></kwd>
<kwd lng="en"><![CDATA[Professional Identity]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Configura&ccedil;&otilde;es curriculares em  cursos de licenciatura e forma&ccedil;&atilde;o identit&aacute;ria de professores.</h2> <h3>Curricular configurations in teacher education undergraduate courses and  teacher identity formation.</h3>     <p>&nbsp;</p> <h4>Eduardo A. Terrazzan, Edna  Falc&atilde;o Dutra, Paula Gaida Winch, Andr&eacute;ia Aur&eacute;lio da Silva    <br> </h4> </font>      ]]></body><back>
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<person-group person-group-type="author">
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</back>
</article>
