<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2011000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elementos constituintes e constituidores da formação continuada de professores: contribuições da Teoria da Atividade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Patrícia Lopes Jorge]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Longarezi]]></surname>
<given-names><![CDATA[Andréa Maturano]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>25</volume>
<numero>50</numero>
<fpage>557</fpage>
<lpage>582</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo sistematiza os pressupostos teórico-metodológicos da Teoria da Atividade de Leontiev (1983), destacando os elementos constituintes e constituidores da formação continuada de professores. Inicialmente apresenta-se uma síntese dos fundamentos antropológicos e filosóficos que delineiam o olhar leontieviano, considerando categorias trabalho; consciência; objetivação e alienação, bem como o desenvolvimento humano em toda sua complexidade. Discute os elementos constitutivos da Teoria da Atividade: atividade dominante, estrutura da atividade, significação social e sentido pessoal. Com base nesse corpus teórico, analisa a formação docente como atividade, na qual se entende que pela atividade dominante o professor se desenvolve. A atividade é ponto de partida e chegada do processo formativo profissional, pois possibilita aproximação direta do conteúdo da ação formativa com suas necessidades. Conclui-se, portanto, que os elementos constituintes e constituidores da formação continuada, na perspectiva apontada, são potencializadores do desenvolvimento humano- social e contribuem para superação de rupturas entre sentido e significado desta formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article systematizes the theoretical methodological assumptions of Activity Theory Leontiev (1983), focusing on the constitutive and constitutors elements of the teacher’s continuous formation. Firstly, it presents a synthesis of anthropological and philosophical foundations that lines the leontievian view, considering categories work; conscience; objectiveness; and alienation as well as the human development in its complexity. It discusses the constitutive elements of Activity Theory: dominant activity, structure of activity, social meaning and personal meaning. Based on this theoretical corpus, it analyzes the teacher’s formation as activity, taken as the dominant activity in what the teacher develops his/herself. The activity is the initial and final point of the professional formative process since it makes possible the direct approach of formative action content and their needs. It is concluded that the constitutive and constitutors elements of continued formation, in this perspective, are enablers of human-social development and contribute to the overcoming of the ruptures between the sense and meaning of this formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Significação Social]]></kwd>
<kwd lng="pt"><![CDATA[Sentido Pessoal]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Dominante]]></kwd>
<kwd lng="en"><![CDATA[Continued Teacher’s Formation]]></kwd>
<kwd lng="en"><![CDATA[Activity Theory]]></kwd>
<kwd lng="en"><![CDATA[Social Meaning]]></kwd>
<kwd lng="en"><![CDATA[Personal Sense]]></kwd>
<kwd lng="en"><![CDATA[Dominant Activity]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Elementos  constituintes e constituidores da forma&ccedil;&atilde;o continuada de professores: contribui&ccedil;&otilde;es  da Teoria da Atividade.</h2>     <p>&nbsp;</p> <h4>Patr&iacute;cia  Lopes Jorge Franco, Andr&eacute;a Maturano Longarezi</h4> </font>      ]]></body><back>
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