<?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>S1981-416x2017000501598</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.055.ds07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Ambiental e formação docente na Amazônia brasileira: contextos universitários e realidades cotidianas]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental Education and teacher training in Brazilian Amazon: academic settings and everyday life]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación Ambiental y formación docente en la Amazonia brasileña: contextos universitarios y realidades cotidianas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Francisca Marli Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[José Antonio Caride]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>55</numero>
<fpage>1598</fpage>
<lpage>1618</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000501598&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000501598&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000501598&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na Amazônia brasileira, a formação docente no âmbito da universidade constitui-se como um importante objeto de disputas e negociações. Nas últimas décadas, tal objeto ganhou certas aproximações aos interesses que operam nas sutilezas das representações sociais e nas produções de inexistências - mais precisamente, das confluências que caracterizam a comercialização, a exploração e a violência, em sentido amplo. Em resposta às produções de inexistência, intensificou-se o interesse em (re)conhecer o processo de inserção da Educação Ambiental na formação em Pedagogia de docentes que atuam nos anos iniciais do Ensino Fundamental, na rede pública municipal de Castanhal, Pará. O aporte teórico e metodológico foi orientado pelas contribuições da pesquisa qualitativa, pautada na vertente etnográfica da Teoria das Representações Sociais. Colaboraram com a pesquisa 121 docentes, os quais responderam ao questionário, complementado por dois grupos de discussão e pela observação participante. Os resultados indicam as dificuldades das instituições em estabelecer conexões e redes de construção e socialização de saberes quando contextualizadas na realidade cotidiana, sobretudo por meio dos segmentos de pesquisa e de extensão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teacher training in Brazilian Amazon has been an important object of contention and discussions. Such issue is being related to some interests, which handle social representations, and generate non-existence processes over the decades, more accurately by converging trading, exploitation and violence. To get these non-existence processes settled, the interest in recognising Environmental Education has grown in the pedagogical training of teachers who play in Elementary School in Castanhal, Pará, Brazil. Theoretical and methodological framework were qualitative-oriented, and based on Theory of Social Representations in which 121 teachers that answered a questionnaire, supplemented by two discussion groups and participant observation, participated. Our findings indicate universities&#8217; difficulties in achieving relationships in order to set up and get widespread knowledge when they are considered in their own daily routine, particularly regarding research and extension activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la Amazonia brasileña, la formación docente en el ámbito de la universidad figura como un importante objeto de disputas y negociaciones. En las últimas décadas, tal objeto ha ganado proximidad a los intereses que operan en las sutilezas de las representaciones sociales y en las producciones de inexistencias, más concretamente, en las confluencias que caracterizan la comercialización, la exploración y la violencia, en sentido amplio. En respuesta a las producciones de inexistencia, se intensificó el interés en (re)conocer el proceso de inserción de la Educación Ambiental en la formación en Pedagogía de los docentes que actúan en los años iniciales de la Enseñanza Primaria, en la red pública municipal de Castanhal, Pará. El aporte teórico y metodológico fue orientado por las contribuciones de la investigación cualitativa, pautada en la vertiente etnográfica de la Teoría de las Representaciones Sociales. Colaboraron con la investigación 121 docentes, los cuales contestaron al cuestionario, complementado por dos grupos de discusión y por la observación participante. Los resultados indican las dificultades de las instituciones para establecer conexiones y redes de construcción y socialización de los saberes contextualizadas en la realidad cotidiana, sobre todo por medio de los segmentos de investigación y de extensión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Amazônia]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Amazon]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Amazonia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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