<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000100006</article-id>
<article-id pub-id-type="doi">10.14244/198271991744</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Teoria do professor reflexivo na formação continuada de professores: discurso vazio de conteúdo]]></article-title>
<article-title xml:lang="en"><![CDATA[The theory of reflective teacher in the continuing education: Void speech]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Silvia Helena Pienta Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Maria Cristina da Silveira Galan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>6</fpage>
<lpage>19</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A teoria do Professor Reflexivo vai ao encontro da forma&#231;&#227;o continuada de professores, pois ambas t&#234;m a pr&#225;tica como foco central de sua tratativa. Dada a converg&#234;ncia entre os temas, o objetivo deste artigo consiste em analisar a rela&#231;&#227;o que se estabelece entre a forma&#231;&#227;o continuada de professores e a teoria do Professor Reflexivo. Busca-se verificar se a teoria do Professor Reflexivo tem guiado as a&#231;&#245;es em forma&#231;&#227;o continuada de professores, assim como norteia documentos orientadores em forma&#231;&#227;o continuada. O trabalho se fundamenta no materialismo hist&#243;rico-dial&#233;tico e foi realizado por meio de pesquisa qualitativa e coleta de dados de campo em um munic&#237;pio de pequeno porte do Estado de S&#227;o Paulo. Foram entrevistados 12 formadores de professores da &#225;rea urbana do munic&#237;pio e realizadas duas observa&#231;&#245;es em momentos formativos. Procedeu-se a categoriza&#231;&#227;o e an&#225;lise de resultados a partir da an&#225;lise de conte&#250;do. Os resultados encontrados indicam que a pr&#225;tica &#233; eixo central da forma&#231;&#227;o continuada desses professores, contudo, isso n&#227;o significa a aplica&#231;&#227;o da teoria do Professor Reflexivo, uma vez que quase n&#227;o h&#225; espa&#231;o de reflex&#227;o sobre a pr&#225;tica. Percebe-se tamb&#233;m car&#234;ncia de liga&#231;&#227;o entre teoria e pr&#225;tica e preval&#234;ncia de uma vis&#227;o pragm&#225;tica e instrumental desses formadores. Conclui-se que a teoria do Professor Reflexivo est&#225; presente muito mais no discurso do que na pr&#225;tica e que o uso atual dessa teoria est&#225; vinculado &#224; pol&#237;tica educacional neoliberal e n&#227;o tem contribu&#237;do para a emancipa&#231;&#227;o e a forma&#231;&#227;o cr&#237;tica dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The theory of Reflective Teacher is consonant with teacher continuing education, as both have the practice as their focus. Given the convergence of the themes, the purpose of this article is to analyse the relation between teacher continuing education and the theory of the Reflective Teacher. The aim is to verify if the theory of the Reflective Teacher has guided the actions in teacher continuing education, just as it guides continuing education documents. The research is based on historical and dialectical materialism and was conducted through a qualitative approach and field research in a small city of S&#227;o Paulo state. Twelve teacher educators of urban area were interviewed and two different moments of continuing education were observed. The categorization and analysis of the results were done based on the content analysis. The result indicates that the practice is central in the continuing education of these teachers; however, this does not imply the application of the theory of the Reflective Teacher since there is almost no room for the reflection on the practice. It is also noticeable the lack of connection between theory and practice and the prevalence of a pragmatic and instrumental view of these teacher educators. It is concluded, as a result, that the theory of the Reflective Teacher is more present in the speech than in the practice and that the current use of this theory is linked to the neoliberal policy for education and has not contributed to the emancipation and critical formation of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor Reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada do Professor]]></kwd>
<kwd lng="pt"><![CDATA[Formador de Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Reflective Teacher]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Educators]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[Wanderson Ferreira]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A formação de professores e as teorias do saber docente: contextos, dúvidas e desafios]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year></year>
<volume>33</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>263-80</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CASTRO]]></surname>
<given-names><![CDATA[Alda Maria Duarte Araújo]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Mudanças tecnológicas e suas implicações na política de formação do professor]]></article-title>
<source><![CDATA[Ensaio: avaliação de políticas públicas e educação]]></source>
<year></year>
<volume>13</volume>
<numero>49</numero>
<issue>49</issue>
<page-range>469-86</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<collab>FUNDAÇÃO VICTOR CIVITA</collab>
<collab>FUNDAÇÃO VICTOR CIVITA</collab>
<article-title xml:lang="en"><![CDATA[Formação continuada de professores: uma análise das modalidades e das práticas em estados e municípios brasileiros]]></article-title>
<source><![CDATA[Estudos e Pesquisas Educacionais]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GATTI]]></surname>
<given-names><![CDATA[Bernadete Angelina]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Análise das políticas públicas para a formação continuada no Brasil, na última década]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>13</volume>
<numero>37</numero>
<issue>37</issue>
<page-range>57-70</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Lucíola Licínio de Castro Paixão]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Formação de professores na cultura do desempenho]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>25</volume>
<numero>89</numero>
<issue>89</issue>
<page-range>1145-157</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Rodrigo Augusto de]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINELI]]></surname>
<given-names><![CDATA[Telma Adriano Pacífico]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Considerações históricas sobre a influência de John Dewey no pensamento pedagógico brasileiro]]></article-title>
<source><![CDATA[HISTEDBR On-line]]></source>
<year></year>
<numero>35</numero>
<issue>35</issue>
<page-range>160-72</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Uma análise crítica sobre a &#8220;reflexão&#8221; como conceito estruturante na formação docente]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>29</volume>
<numero>103</numero>
<issue>103</issue>
<page-range>535-54</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
