<?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>S1981-81062017000200284</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p284-307</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación docente en América del Sur: aspectos reguladores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training in South of America: regulatory aspects]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação docente em Sul-América: aspectos regulatórios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuluaga]]></surname>
<given-names><![CDATA[Carlos Federico Ayala]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iaochite]]></surname>
<given-names><![CDATA[Roberto Tadeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Neto]]></surname>
<given-names><![CDATA[Samuel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>55</numero>
<fpage>284</fpage>
<lpage>307</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200284&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El presente estudio es derivado de la investigaci&#243;n de doctorado titulada &#8220;Orienta&#231;&#245;es Pedag&#243;gicas no Est&#225;gio Supervisionado de Educa&#231;&#227;o F&#237;sica na Col&#244;mbia, Brasil, Argentina e Chile&#8221; y tuvo como objetivo espec&#237;fico presentar y discutir, los aspectos reguladores de formaci&#243;n de profesores en esos pa&#237;ses. Investigaci&#243;n cualitativa, m&#233;todo el An&#225;lisis Documental. Como resultado se verific&#243; que hay aspectos intr&#237;nsecos regionales y culturales utilizados para argumentar a favor de la pol&#237;tica docente de formaci&#243;n de profesores en cada pa&#237;s. Por tanto, estos aspectos convergen en t&#233;rminos de que: a) la preparaci&#243;n profesional de los profesores debe ser orientada por la perspectiva de la acci&#243;n-reflexi&#243;n-acci&#243;n; b) conocimiento y uso de las Tecnolog&#237;as Digitales de la Informaci&#243;n y Comunicaci&#243;n debe ser parte del proceso; c) desarrollo de la identidad docente y el compromiso con la ense&#241;anza Las conclusiones fueron realizadas considerando la literatura reciente sobre programas de formaci&#243;n de profesores. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study is derived from the doctoral research entitled "Guidelines on Pedagogical Supervised Physical Education in Colombia, Brazil, Argentina and Chile". Specifically, it aimed to present and discuss in general lines, the teacher education regulatory aspects in these countries. It is a qualitative research and it was used Documental Analysis as methodological procedures. As a result, it was found there are regional and cultural intrinsic aspects used to argue in favor of teacher education policy in each country. However, these aspects converge in terms of that: a) professional preparation of teachers should be guided by the action-reflection-action perspective; b) knowledge about and use of Information and Communication Digital Technologies should be part of this process; c) developing of teacher identity and the teaching commitment. Conclusions were made considering what the recent literature has pointed out to teacher education programs. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O artigo derivado da pesquisa de doutorado intitulada &#8220;Orienta&#231;&#245;es Pedag&#243;gicas no Est&#225;gio Supervisionado de Educa&#231;&#227;o F&#237;sica na Col&#244;mbia, Brasil, Argentina e Chile&#8221;. Especificamente, ele teve como objetivo apresentar e discutir em linhas gerais, os aspectos regulat&#243;rios de forma&#231;&#227;o de professores nesses pa&#237;ses. &#201; uma pesquisa qualitativa e utilizo a An&#225;lise Documental como procedimentos metodol&#243;gicos. Como resultado, verificou-se que h&#225; aspectos intr&#237;nsecos regionais e culturais utilizados para argumentar a favor da pol&#237;tica de forma&#231;&#227;o de professores em cada pa&#237;s. No entanto, estes aspectos convergem em termos de que: a) a prepara&#231;&#227;o profissional dos professores deve ser orientada pela perspectiva da a&#231;&#227;o-reflex&#227;o-a&#231;&#227;o; b) conhecimento e uso da Tecnologia Digital da Informa&#231;&#227;o e Comunica&#231;&#227;o deve ser parte deste processo; c) desenvolvimento da identidade do professor e o compromisso com o ensino. As conclus&#245;es foram feitas considerando-se que a literatura recente tem apontado para programas de forma&#231;&#227;o de professores. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Globalización]]></kwd>
<kwd lng="es"><![CDATA[Políticas Docentes]]></kwd>
<kwd lng="es"><![CDATA[Profesionalización]]></kwd>
<kwd lng="es"><![CDATA[Profesionalidad]]></kwd>
<kwd lng="en"><![CDATA[Globalization, Teaching Policies]]></kwd>
<kwd lng="en"><![CDATA[Professionalization]]></kwd>
<kwd lng="pt"><![CDATA[Globalização, Políticas de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalização]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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