<?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>S1981-416x2013000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A estética na formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neitzel]]></surname>
<given-names><![CDATA[Adair de Aguiar]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>40</numero>
<fpage>1021</fpage>
<lpage>1040</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esta pesquisa aborda questões relacionadas à formação estética do professor. Partiu-se da hipótese de que a formação estética interfere na sua forma de agir em sala de aula, pois possibilita um olhar mais sensível aos problemas educacionais. Esta pesquisa investigou junto aos professores dos anos iniciais da rede municipal do Balneário Piçarras (SC), Brasil, como a sua participação em encontros de formação estética por meio das artes interferiu no seu fazer pedagógico. O objetivo geral foi analisar o impacto das atividades de formação estética promovidas na formação continuada de professores na sua prática pedagógica, utilizando a abordagem qualitativa. Na coleta dos dados, propuseram- se três ações: a) análise dos documentos norteadores do projeto; b) aplicação de um instrumento para delinear o perfil dos professores; c) aplicação de questionários aos professores. Esses dados demonstraram que, por meio do ensino de arte, houve contribuições no campo do conhecimento, sendo que 50% indicaram mudanças no currículo e 100%, no repertório. Ainda, 90% evidenciaram que as vivências artísticas favoreceram a construção de novas estratégias, possibilidades e subsídios para as atividades realizadas em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This research addresses issues related to the aesthetic formation of the teacher. Start form assuming that the aesthetic formation of teachers interferes in their behavior in the classroom, allowing a more sensitive view to educational problems. This research investigated the teachers in the early years, the municipal schools of Piçarras city (SC), Brazil, and how their participation in meetings of aesthetic education through the arts interfered in their teaching. The main objective was to analyze the impact of aesthetic formation activities promoted in the continued education of teachers in their pedagogic practice. This is survey of qualitative approach. In data collection we propose three actions: a) analysis of documents that guides the project, b) application of an instrument to delineate the profile of teachers, c) questionnaires application to teachers. These showed that through teaching art there were contributions in the field of knowledge, of which 50% reported changes in curriculum and 100% in the repertoire. Still, 90% showed artistic experiences favored the new strategies, opportunities and subsidies for the classroom activities construction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Estética]]></kwd>
<kwd lng="pt"><![CDATA[Arte]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Aesthetics]]></kwd>
<kwd lng="en"><![CDATA[Art]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  est&eacute;tica na forma&ccedil;&atilde;o de professores.</h2> <h3>The aesthetic in the formation of teachers.</h3>     <p>&nbsp;</p> <h4>Adair  de Aguiar Neitzel, Carla Carvalho</h4> </font>      ]]></body><back>
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</article>
