<?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>S1981-416x2016000400002</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.DS01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação de professores para a educação infantil no limiar dos vinte anos da Lei de Diretrizes e Bases da Educação Nacional 9.394/96]]></article-title>
<article-title xml:lang="en"><![CDATA[The training of teachers for early childhood education at the threshold of the twenty years of the National Education Guidelines and Bases Law 9.394/96]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peroza]]></surname>
<given-names><![CDATA[Marilúcia Antônia de Resende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lúcia Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>809</fpage>
<lpage>829</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A necessidade de consolidar uma forma&#231;&#227;o de professores condizente com as demandas do mundo contempor&#226;neo tem mobilizado muitos pesquisadores e educadores a buscar uma aproxima&#231;&#227;o entre a forma&#231;&#227;o docente e a transforma&#231;&#227;o da pr&#225;tica pedag&#243;gica. O limiar dos vinte anos de promulga&#231;&#227;o da Lei de Diretrizes e Bases da Educa&#231;&#227;o Nacional (LDBEN/96), torna-se um momento importante para reavaliar as mudan&#231;as que essa lei proporcionou, bem como apontar os desafios impostos pelo contexto atual. O presente artigo pretende abordar a forma&#231;&#227;o inicial de professores da educa&#231;&#227;o infantil, cujas altera&#231;&#245;es, promovidas pela LDBEN/96, delinearam novas perspectivas para o curso de Pedagogia e nova identidade para as institui&#231;&#245;es que atendem a crian&#231;a. Discute-se o processo formativo desenvolvido no curso de Pedagogia como primeiro passo na constru&#231;&#227;o da profissionalidade docente para atuar com a primeira inf&#226;ncia, a partir das especificidades dessa etapa educativa. Trata-se de um estudo explorat&#243;rio, com o intuito de levantar informa&#231;&#245;es a respeito da tem&#225;tica para posterior aprofundamento (SEVERINO, 2007), cuja an&#225;lise toma como eixo epistemol&#243;gico a teoria enquanto express&#227;o da pr&#225;tica dos sujeitos no processo educativo (MARTINS, 2006). Este texto defende a necess&#225;ria rela&#231;&#227;o entre teoria e pr&#225;tica na forma&#231;&#227;o de professores na &#225;rea da forma&#231;&#227;o inicial, tendo como base os estudos de Garcia (1999), Machado (2000), Cerisara (2002), Kishimoto (2004), Saviani (2009), Gatti e Barreto (2009), Gomes (2009), Sarmento (2013), entre outros. O estudo conclui que h&#225; especificidades no &#226;mbito da pr&#225;tica educativa com as crian&#231;as que ainda precisam ser consideradas nas propostas de forma&#231;&#227;o inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The need to consolidate teacher training in line with the demands of the contemporary world has mobilized many researchers and educators to seek for an approximation between teacher training and the transformation of pedagogical practice. The twenty-year threshold for the promulgation of the National Education Guidelines and Basis Law (LDBEN/96) is an important moment to reassess the changes provided by this law, as well as to highlight the challenges imposed by the current context. The present article intends to address the initial training of teachers of early childhood education, whose changes, promoted by LDBEN/96, and outlined new perspectives for the Pedagogy course and new identity for the Institutions that serve the child. It was discussed the formative process developed in the Pedagogy course as a first step in the construction of the teacher's professionality to act with the first childhood, based on the specifics of this educational stage. This is an exploratory study, with the purpose of gathering information about the subject for further study (SEVERINO, 2007), whose analysis takes as its epistemological axis the theory as an expression of the subjects' practice in the educational process (MARTINS, 2006). This paper argues for the necessary relationship between theory and practice in teacher training in initial training, based on studies by Garcia (1999), Machado (2000), Cerisara (2002), Kishimoto (2004), Saviani, Gatti and Barreto (2009), Gomes (2009), Sarmento (2013), among others. The study concludes that there are specificities within the scope of the educational practice with the children that still need to be considered in the initial teacher training proposals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Child Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
