<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442010000300009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zeichner]]></surname>
<given-names><![CDATA[Ken]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,University of Washington-Seattle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>35</volume>
<numero>03</numero>
<fpage>479</fpage>
<lpage>503</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442010000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442010000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442010000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo, discuto um dos problemas centrais que tem afligido, já há alguns anos, os cursos de formação inicial de professores nas faculdades e nas universidades, a desconexão entre os componentes curriculares acadêmicos e a parcela da formação docente que acontece nas escolas. Primeiro, extrairei de minha experiência como formador de professores e administrador durante mais de trinta anos na Universidade de Wisconsin - Madison e da literatura, elementos para discorrer sobre as várias dimensões dessa questão. Assim, usando o conceito de hibridismo e “terceiro espaço”, discutirei vários trabalhos, em andamento em programas formativos nos Estados Unidos, promissores quanto à qualificação da aprendizagem docente nos cursos de formação de professores das universidades e das faculdades, assim como a habilidade dos graduados dos cursos de formação de professores para realizar práticas de ensino desejadas em espaços escolares complexos. Esse trabalho de criação de espaços híbridos na formação de professores no qual o conhecimento empírico e acadêmico e o conhecimento que existe nas comunidades estão juntos de modos menos hierárquicos a serviço da aprendizagem docente representam uma mudança de paradigma na epistemologia dos programas de formação de professores. Discuto que essa mudança rumo a modos mais democráticos e inclusivos de trabalhar com escolas e comunidades é necessária para as faculdades e as universidades, a fim de que elas possam cumprir sua missão na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space,” I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Universidade-Escola]]></kwd>
<kwd lng="pt"><![CDATA[Programas Formativos]]></kwd>
<kwd lng="en"><![CDATA[Education of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Campus and School-Based]]></kwd>
<kwd lng="en"><![CDATA[Programs Across]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Repensando as conex&otilde;es entre a forma&ccedil;&atilde;o na universidade e  as experi&ecirc;ncias de campo na forma&ccedil;&atilde;o de professores em faculdades e  universidades.</h2> <h3>Rethinking the  connections between campus courses and field experiences in College and  University-based teacher education.</h3>     <p>&nbsp;</p> <h4>Ken Zeichner    <br> </h4> </font>      ]]></body><back>
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