<?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>S1981-416x2017000300999</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Convergências teóricas em representações sociais e seu aporte para o estudo de políticas docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical convergences in social representations and its contribution for teacher&#8217;s policies studies]]></article-title>
<article-title xml:lang="es"><![CDATA[Convergencia en la teoría en las representaciones sociales y su contribución para el estudio de las políticas docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novaes]]></surname>
<given-names><![CDATA[Adelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ornellas]]></surname>
<given-names><![CDATA[Maria de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ens]]></surname>
<given-names><![CDATA[Romilda Teodora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<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>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>999</fpage>
<lpage>1015</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300999&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300999&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300999&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os debates que compõem este artigo visam proporcionar uma análise acerca das potencialidades que a teoria das representações sociais (TRS) oferece às pesquisas em políticas docentes. Por meio da consideração de duas das abordagens teórico-metodológicas que compõem o domínio dos estudos em representações sociais, buscou-se identificar convergências teóricas que instrumentalizassem as pesquisas em políticas públicas. Os estudos da abordagem processual inquietaram os paradigmas da ciência moderna e criaram um estilo original em que a ênfase na subjetividade presentifica o conceito de sujeito e de objeto, uma vez que ambos compartilham de uma relação de construção mútua, na qual a realidade se constrói. Por outro lado, a abordagem dialógica proposta por Ivana Marková oferece um profícuo aparato para a compreensão da constituição social dos sujeitos que convivem nos contextos educacionais. A convergência teórica das abordagens discutidas contribuiu para a identificação da TRS enquanto uma vertente do conhecimento científico que fomenta a análise das políticas docentes, por oferecer constructos para o estudo das simbolizações expressas nos documentos, bem como daquelas circulantes nos diferentes grupos por meio das conversações e das práticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Discussions who make up this article intended to provide an analysis of the potential which the theory of social representations (TSR) offers to the researches on teacher policies. Through the consideration of two of the theoretical and methodological approaches that make up the field of studies on social representations, the paper sought to identify theoretical convergences that offered instruments to the research on public policy. The studies on procedural approach disturbed the paradigms of modern science and created a unique style in which the emphasis on subjectivity makes present the concept of subject and object, since both share a mutual relationship building, in which reality is constructed. On the other hand, the dialogic approach proposed by Ivana Marková offers a useful apparatus for understanding the social constitution of the individuals who live in educational contexts. The theoretical convergence of approaches discussed in this paper contributed to the identification of the TSR as a part of scientific knowledge that fosters analysis of teacher policies, by providing constructs to study the symbolization expressed in the documents, as well as those circulating in the different groups through conversations and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las discusiones que componen este artículo están destinadas a proporcionar un análisis del potencial que la teoría de las representaciones sociales (TRS) ofrece a las investigaciones sobre políticas docentes. A través de la consideración de dos de los enfoques teóricos y metodológicos que conforman el campo de los estudios sobre las representaciones sociales, hemos tratado de identificar convergencias teóricas e de investigación que instrumentalizasen los estudios de las políticas públicas. Estudios embazados en el enfoque de procedimiento perturbaron los paradigmas de la ciencia moderna y crearon un estilo único en el que el énfasis en la subjetividad hace presente el concepto de sujeto y objeto, ya que ambos comparten una relación mutua, en la que se construye la realidad. Por otro lado, el enfoque dialógico propuesto por Ivana Marková ofrece un aparato útil para la comprensión de la constitución social de las personas que viven en contextos educativos. La convergencia teórica de enfoques analizados contribuyó a la identificación de las TRS como parte del conocimiento científico que fomenta el análisis de las políticas docentes, proporcionando construcciones para estudiar la simbolización expresada en los documentos, así como aquellos que circulan por los diferentes grupos a través de charlas y prácticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Processual]]></kwd>
<kwd lng="pt"><![CDATA[Dialogicidade]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens teóricas]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Docentes]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Procedural]]></kwd>
<kwd lng="en"><![CDATA[Dialogicity]]></kwd>
<kwd lng="en"><![CDATA[Theoretical approaches]]></kwd>
<kwd lng="en"><![CDATA[Teachers policies]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Procedimiento]]></kwd>
<kwd lng="es"><![CDATA[Dialogicidad]]></kwd>
<kwd lng="es"><![CDATA[Enfoques teóricos]]></kwd>
<kwd lng="es"><![CDATA[Políticas docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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