<?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>S1981-81062017000200369</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p369-388</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem docente na educação infantil: saberes de professoras que atuam nas creches]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning of teaching in kindergarten: knowledge of daycare teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje docente en la educación infantil: saberes de profesoras que actúan en las guarderías]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voltarelli]]></surname>
<given-names><![CDATA[Monique Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Maria Iolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></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>369</fpage>
<lpage>388</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A aprendizagem da doc&#234;ncia e a import&#226;ncia do professor continuar aprendendo s&#227;o tem&#225;ticas que v&#234;m se destacando para a compreens&#227;o do desenvolvimento profissional e forma&#231;&#227;o do docente. Partindo deste pressuposto, o presente trabalho objetiva discutir sobre os saberes que os professores t&#234;m para trabalhar em creches. Para desenvolver este estudo, optou-se pela pesquisa de natureza qualitativa, que foi realizada em tr&#234;s Centros Municipais de Educa&#231;&#227;o Infantil de uma Rede Municipal de ensino do interior de S&#227;o Paulo, envolvendo tr&#234;s professoras iniciantes que trabalhavam com crian&#231;as de zero a tr&#234;s anos. Realizaram-se observa&#231;&#245;es de campo, registros em di&#225;rio, an&#225;lise documental e entrevista semiestruturada. Em linhas gerais, as professoras destacaram a import&#226;ncia de se realizar um trabalho educativo ao lado do cuidado necess&#225;rio aos menores de tr&#234;s anos. Um ponto de vista em comum entre as tr&#234;s professoras, refere-se aos saberes advindos da pr&#225;tica profissional e da troca de conhecimentos com professoras mais experientes, que se constituem como as principais fontes de aprendizagem para a doc&#234;ncia na educa&#231;&#227;o infantil. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Learning to teach and the importance of the teacher to keep learning are highlighted themes in order to comprehend the professional development and the teacher&#8217;s education. Considering this, the work discusses the knowledge that teachers have to work in day care center. In order to develop this study, field observations, diary registers; documental analyses and semi-structured interview were undertaken. In general, the teachers emphasize the importance of realizing an educational work alongside the necessary care to children less than three years. A qualitative approach of researching was adopted in three municipal kindergarten educational centers in the countryside of S&#227;o Paulo, involving three beginner teachers, who work with children from zero to three years old. A common point of view among the three teachers refers to the knowledge acquired in the professional practice by the exchange of knowledge with more experienced teachers, the main source of learning to teach in the nursery care. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El aprendizaje de la docencia y la importancia de que el profesor contin&#250;e aprendiendo son tem&#225;ticas que se vienen destacando para la comprensi&#243;n del desarrollo profesional y formaci&#243;n del docente. Partiendo de este presupuesto, el presente trabajo tiene como objetivo discutir sobre los saberes que los profesores tienen que trabajar en las guarder&#237;as. Comprende tres profesoras iniciantes que trabajaban con ni&#241;os de cero a tres a&#241;os. Se realizaron observaciones de campo, registros en diario, an&#225;lisis documental y entrevista semiestructurada. En l&#237;neas generales, las profesoras enfatizaron la importancia de realizar un trabajo educativo junto con el cuidado necesario de los menores de tres a&#241;os. Un punto de vista en com&#250;n entre las tres profesoras se refiere a los saberes derivados de la pr&#225;ctica profesional y del intercambio de conocimientos con profesoras m&#225;s experientes, que se constituyen como las principales fuentes de aprendizaje para la docencia en la educaci&#243;n infantil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem da Docência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning of Teaching]]></kwd>
<kwd lng="en"><![CDATA[Childhood Education]]></kwd>
<kwd lng="es"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de la Docencia]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
