<?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>S1981-416x2014000300889</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.14.043.AO03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática como Componente Curricular: questões e reflexões]]></article-title>
<article-title xml:lang="en"><![CDATA[Practice as a Curriculum Component: questions and reflections]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neto]]></surname>
<given-names><![CDATA[Samuel de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vandeí Pinto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unesp Instituto de Biociências ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unesp Faculdade de Filosofia e Ciências ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>14</volume>
<numero>43</numero>
<fpage>889</fpage>
<lpage>909</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2014000300889&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2014000300889&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2014000300889&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A presente reflex&#227;o &#233; motivada pelas dificuldades postas aos cursos de licenciatura para interpretarem o significado da Pr&#225;tica como Componente Curricular (PCC), dificuldades essas expressas nas diferentes formas de sua implementa&#231;&#227;o. O objetivo &#233; contribuir com a constru&#231;&#227;o de uma concep&#231;&#227;o de PCC integrada ao projeto pol&#237;tico-pedag&#243;gico do curso e que colabore com o aprimoramento da forma&#231;&#227;o do professor, de modo a superar ajustes curriculares formais nos quais a PCC serve apenas como mecanismo facilitador do cumprimento da carga hor&#225;ria m&#237;nima do curso. O ponto de partida &#233; a an&#225;lise de modelos de PCC vigentes numa universidade p&#250;blica, seus avan&#231;os e desafios. Em seguida, s&#227;o discutidas as ambiguidades das diretrizes legais acerca do conceito de pr&#225;tica presentes nas formula&#231;&#245;es "Pr&#225;tica de ensino e est&#225;gio supervisionado", "Est&#225;gio" e "PCC". O lugar da PCC no curr&#237;culo tamb&#233;m &#233; problematizado: trata-se de resgatar a pr&#225;tica como refer&#234;ncia da forma&#231;&#227;o, de superar a indistin&#231;&#227;o entre PCC e Est&#225;gio e as dicotomias existentes entre disciplinas de forma&#231;&#227;o espec&#237;fica e pedag&#243;gicas. Por fim, com base em pressupostos te&#243;ricos que articulam teoria e pr&#225;tica, s&#227;o propostos projetos integradores por meio dos quais a PCC pode contribuir para a organicidade do curso, a interdisciplinaridade, o trabalho coletivo, a amplia&#231;&#227;o da forma&#231;&#227;o para al&#233;m da sala de aula e para a forma&#231;&#227;o de professores mais bem preparados ao enfrentamento dos desafios atuais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This present reflection is motivated by difficulties imposed to graduation courses in order to interpret the meaning of Practice as a Curriculum Component (PCC), these difficulties expressed in different forms of implementation. The aim is to contribute to building a conception of PCC integrated to the political-pedagogical project of the course and contribute to the improvement of teachers training, in order to overcome formal curriculum adjustments in which the PCC only serves as a mechanism to facilitate compliance with the minimum workload of the course. The starting point is the analysis of PCC models already existent in public universities, its advances and challenges. Then we discuss the ambiguities of the legal guidelines about the concept of practice present in formulations such as "Teaching Practice and Supervised Internship", "Internship" and "PCC". The place of PCC in the curriculum is also questioned: it's about to rescue practice as a formation reference, to overcome the lack of distinction between PCC and Internship, and the dichotomies between disciplines of specific formation and teaching. Finally, based on theoretical assumptions that link theory and practice, integration projects are proposed by means of which the PCC can contribute to the organization of the course, the interdisciplinary, collective work, the expansion of formation beyond the classroom and to the training of teachers better prepared to face the current challenges.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática como Componente Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente.]]></kwd>
<kwd lng="en"><![CDATA[Practice as a Curriculum Component]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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<issue>20, 21</issue>
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</ref-list>
</back>
</article>
