<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062011000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Registro de práticas e formação de professores: reflexão, memória e autoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Amanda Cristina Teagno Lopes]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Isabel de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>21</volume>
<numero>37</numero>
<fpage>169</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062011000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem por objetivo analisar a contribuição da prática do registro nos processos de formação em serviço e de desenvolvimento profissional do professor. Organiza-se em três partes: na primeira, explicitamos concepções de diferentes autores sobre nosso objeto (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004; WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004); na segunda, detemo-nos na análise de registros diários produzidos por uma professora de Educação Infantil, procurando destacar elementos que elucidem a relação entre registro, reflexão e formação; ao final, indicamos a necessidade de caminhar do registro como postura individual ao registro como processo coletivo, como sugere a perspectiva da documentação pedagógica descrita em bibliografia italiana (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002). O registro pode contribuir para os processos de desenvolvimento profissional e organizacional, em uma escola reflexiva (ALARCÃO, 2002, 2003) e verdadeiramente pública porque se faz visível à sociedade via documentação das experiências que educadores e crianças constroem juntos (MALAGUZZI, 1999).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims at analyzing the contribution of the register of practices in the process of in-service training and teacher development. It is organized in three parts: first, we elucidate concepts of different authors about our object (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004, WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004), in the second part, we analyze some register of practices produced by a professor of early childhood education, seeking to highlight elements that indicate the relationship between register, reflection and training; in the end, we indicate the need to move the register as individual attitude to the register as a collective process, as suggested by the perspective of pedagogical documentation described in Italian literature (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002). The register of practices can contribute to the processes of professional and organizational development, in a reflective school (ALARCÃO, 2002, 2003) and truly public because it makes visible to society by documentation of the experiences that teachers and children build together (MALAGUZZI, 1999).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Registro de Práticas]]></kwd>
<kwd lng="pt"><![CDATA[Documentação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="en"><![CDATA[Register of Practices]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Documentation]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Registro  de pr&aacute;ticas e forma&ccedil;&atilde;o de professores: reflex&atilde;o, mem&oacute;ria e autoria.</h2> <h3>Register of practices and teacher training:  reflection, memory and authorship.</h3>     <p>&nbsp;</p> <h4>Amanda  Cristina Teagno Lopes Marques, Maria Isabel de Almeida</h4> </font>      ]]></body>

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