<?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>S1981-81062012000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Psicologia do desenvolvimento no currículo de formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lins]]></surname>
<given-names><![CDATA[Maria Judith Sucupira da Costa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>41</numero>
<fpage>43</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo focaliza o papel do estudo da Psicologia do Desenvolvimento no currículo dos cursos de formação de professores. O objetivo deste artigo é enfatizar a importância da Psicologia do Desenvolvimento para todas as pessoas que serão responsáveis pela educação de crianças e adolescentes. A metodologia analisou a natureza e os objetivos da Psicologia do Desenvolvimento como um campo de conhecimento para os futuros professores nas escolas. Psicologia do Desenvolvimento foi considerada em relação aos domínios cognitivo, afetivo, social, moral e físico. Teorias da Psicologia do Desenvolvimento são a base da prática educacional na escola e, por isso, é sugerido que seja dada mais atenção à Psicologia do Desenvolvimento nos currículos dos cursos de formação de professores. Como uma conclusão, pode ser dito que a Psicologia do Desenvolvimento é indispensável para todos que pretendem trabalhar em escolas e, especialmente, para o professor. Teorias da Psicologia do Desenvolvimento são a base da prática educacional na escola. Contribuições da Psicologia do Desenvolvimento são avaliadas como instrumentos principais para professores em todos os diferentes campos de conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article focuses on the role of the study of Developmental Psychology in training teacher courses’ curriculum. The objective of this article is to emphasize the importance of Developmental Psychology for all those people who will be responsible for children and adolescent education. The method was to analyze the nature and aims of Developmental Psychology as a field of knowledge for future school teachers. Developmental Psychology was considered concerning cognitive, affective, social, moral and physical realms. Theories of Developmental Psychology are the basis of educational practice in school and because of this it is suggested that it should be given more attention to Developmental Psychology in training teacher courses’ curricula. As a conclusion it can be said that Developmental Psychology is indispensable for all those who intend to work at school and especially for teacher. Theories of Developmental Psychology are basic to educational practice. Contributions of Developmental Psychology are assessed as main tools for teachers in all different fields of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia do Desenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professor]]></kwd>
<kwd lng="en"><![CDATA[Developmental Psychology]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Psicologia  do Desenvolvimento no Curr&iacute;culo de Forma&ccedil;&atilde;o de Professores.</h2> <h3>Educational Psychology Training Teachers Curriculum.</h3>     <p>&nbsp;</p> <h4>Maria  Judith Sucupira da Costa Lins    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Psychology in Practice]]></source>
<year></year>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>289-304</page-range><publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Adult Development]]></source>
<year></year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>159-177</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Psychology in Practice]]></source>
<year></year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-19</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Contacto]]></source>
<year></year>
<volume>4</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>78-80</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Univille]]></source>
<year></year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>31-38</page-range><publisher-loc><![CDATA[Joinville ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Educação & Cultura Contemporânea]]></source>
<year></year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>11-30</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<source><![CDATA[Communio - Revista Internacional de Teologia e Cultura]]></source>
<year></year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></source>
<year></year>
<volume>51</volume>
<numero>114</numero>
<issue>114</issue>
<page-range>261-276</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
