<?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>S1981-416x2009000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vigotski e Paulo Freire: contribuições para a autonomia do professor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petroni]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Vera Lúcia Trevisan de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<volume>09</volume>
<numero>27</numero>
<fpage>351</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2009000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2009000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2009000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem por objetivo apresentar algumas reflexões sobre a autonomia docente da perspectiva da teoria de Vigotski (principal representante da Teoria Sócio-Histórica) e Paulo Freire (representante da Educação Libertadora). Essas reflexões são parte de uma pesquisa de Mestrado que está em desenvolvimento e tem por objetivo analisar, através das falas de professores, o que eles entendem por autonomia e se a autonomia encontra-se presente nas práticas pedagógicas que desenvolvem. Acreditamos ser possível aproximar esses dois autores por possuírem a mesma base epistemológica: o materialismo histórico-dialético; além de ambos tratarem da autonomia, ou autorregulação, para Vigotski, como sendo de máxima importância para o desenvolvimento do sujeito. Os autores fazem discussões, indo de acordo com suas bases, a respeito da influência do social, do cultural na formação de um sujeito autônomo. Abre-se aqui um espaço para Psicologia e educação trabalharem juntas, no coletivo, cada qual contribuindo para uma melhor relação entre os sujeitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to present some reflections about the autonomy of teaching from the perspective of the theory from Vigotski (main representative of the Socio-Historical theory) and Paulo Freire (representative of the Liberative Education). These reflections are part of a search of Masters which is under construction and aims to examine, by the words of teachers, what they mean by autonomy and if the autonomy is present in the teaching practices that they develop. We believe that we can bring these two authors nearer because they have the same epistemological base: the historical and dialectical materialism; farther on both treat about autonomy or self-regulation for Vigotski, as being of utmost importance for the development of the individual. The authors make discussions going in accordance with their bases, in relation to the influence of the social, from the cultural in the formation of an autonomous individual. Here opens up, a space for the psychology and the education to work together, in collective. Each one contributing for a better relationship between individuals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autonomia Docente]]></kwd>
<kwd lng="pt"><![CDATA[Teorias sócio-Históricas]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Humano]]></kwd>
<kwd lng="pt"><![CDATA[Auto-regularão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Libertadora]]></kwd>
<kwd lng="en"><![CDATA[Teacher Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Socio-Historical Theories]]></kwd>
<kwd lng="en"><![CDATA[Human Development]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulation]]></kwd>
<kwd lng="en"><![CDATA[Liberative Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Vigotski e Paulo Freire: contribui&ccedil;&otilde;es  para a autonomia do professor.</h2> <h3>Vigotski and Paulo Freire: contributions for the teachers&rsquo; autonomy.</h3>     <p>&nbsp;</p> <h4>Ana Paula Petroni, Vera  L&uacute;cia Trevisan de Souza</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BASSO]]></surname>
<given-names><![CDATA[I. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Significado e sentido do trabalho docente.]]></article-title>
<source><![CDATA[Caderno CEDES]]></source>
<year>1998</year>
<volume>19</volume>
<numero>44</numero>
<issue>44</issue>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LÜDKE]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[BOING]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Caminhos da profissão e da profissionalidade docentes.]]></article-title>
<source><![CDATA[Educação & Sociedade]]></source>
<year>set.</year>
<month>/d</month>
<day>ez</day>
<volume>25</volume>
<numero>89</numero>
<issue>89</issue>
<page-range>1159-1180</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Autonomia e educação: a trajetória de um conceito.]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>mar.</year>
<month> 2</month>
<day>00</day>
<numero>115</numero>
<issue>115</issue>
<page-range>207-232</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[O social e o cultural na obra de Vigotski.]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year>2000</year>
<volume>21</volume>
<numero>71</numero>
<issue>71</issue>
<page-range>45-78</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
