<?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>S1981-416x2014000200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Profissionalidade e formação docente: Representações sociais de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rejane Dias da]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Adelaide Alves]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimenta]]></surname>
<given-names><![CDATA[Sonia de Almeida]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<volume>14</volume>
<numero>42</numero>
<fpage>549</fpage>
<lpage>568</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2014000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2014000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2014000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa a representação social sobre a formação docente de professores da rede pública estadual de Pernambuco. Partimos do pressuposto de que as representações sociais podem contribuir para desencadear práticas educativas e possibilitar o acesso a seu conhecimento. Foram aplicados questionários de associação livre e associação dirigida a 80 professores de 20 escolas de ensinos Fundamental e Médio. Identificamos o campo semântico das representações sociais dos professores e os elementos que constituíam o núcleo central. Os resultados revelaram que as representações sobre a formação circulam em torno das categorias pedagógica, acadêmica e profissional. A categoria profissional foi insignificante no campo das representações dos sujeitos investigados. O núcleo central dessas representações se organiza em torno da dimensão acadêmica. As representações da formação são ancoradas na categoria acadêmica indicando a forte influência da formação inicial em cursos de licenciatura, apesar de terem sido encontrados indícios de mudanças consubstanciadas na ênfase na categoria pedagógica encontrada nas representações dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines the social representation of teacher training of teachers in public schools in Pernambuco State. We assume that the social representations can contribute to trigger educational practices and provide access to their knowledge. Questionnaires were used with 80 teachers from 20 schools in primary and secondary education. We identify the semantic field of social representations of teachers and the elements that constitute the core. The results revealed that the representations about the formation circulate around the educational, academic and professional categories. The professional category was insignificant in the field of representations of the subjects investigated. The core of these representations is organized around the academic dimension. The representations of the training are based on academic category, which indicates the strong influence of initial training in undergraduate programs, although there was substantiated evidence of changes in emphasis in the teaching category found in the representations of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissionalidade Docente]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="en"><![CDATA[Teacher Professionalism]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Profissionalidade  e forma&ccedil;&atilde;o docente: Representa&ccedil;&otilde;es sociais de professores.</h2> <h3>Professionalism and teacher education: Social representations  of teachers.</h3>     <p>&nbsp;</p> <h4>Rejane  Dias da Silva, Adelaide Alves Dias, Sonia de Almeida Pimenta</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<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="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<numero>13</numero>
<issue>13</issue>
<page-range>5-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
