<?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>S1984-64442011000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A criança e o professor na educação infantil: representações de alunos do curso de pedagogia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Célia Maria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Sílvia Adriana]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piffer]]></surname>
<given-names><![CDATA[Claudia Cristina Garcia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2011</year>
</pub-date>
<volume>36</volume>
<numero>02</numero>
<fpage>297</fpage>
<lpage>311</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442011000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tendo como aporte teórico a teoria das Representações Sociais (RS) de Moscovici e seguidores, pretendemos investigar a interferência dos processos de formação inicial nas representações que os futuros professores têm e constroem sobre o trabalho pedagógico na Educação Infantil. Adotamos como objetivos específicos: identificar junto aos alunos em formação no curso de Pedagogia da FCT/Unesp e do CPAN/UFMS como se estruturam as representações sociais sobre a profissão docente, sobre a especificidade do trabalho pedagógico e sobre as crianças com as quais exercerão a docência; analisar continuidades e transformações nas RS no decorrer do processo de formação inicial, procurando identificar se o processo formativo e as práticas educativas adotadas são capazes de imprimir alterações nas RS preexistentes e comparar as representações dos estudantes. O estudo, de caráter longitudinal, acompanhará os estudantes entre os anos de 2009 e 2012, utilizando como instrumentos para obtenção dos dados questionários, texto narrativo e entrevistas. O tratamento dos dados se deu com auxílio de softwares estatísticos (Evoc, Alceste e SPSS) e da análise de conteúdo (BARDIN, 1977). Encontramos RS entre os estudantes das duas universidades que não se adequam ao perfil de professor de crianças pequenas e a concepção de criança/infância na contemporaneidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Taking Moscovici and his follower’s social representations (SR) theory as support we intend to investigate the interference of initial formative processes in the representations that future professional teachers have and build on the pedagogical work in early childhood education. We adopt as specific goals: to identify how the social representations about the teaching profession, the specificity of the pedagogical work and the children to whom they will be teaching are structured by the students in the Early Childhood Program of the School of Education at FCT/Unesp and at CPAN/UFMS; to analyze continuities and transformations in social representations (SR) during their preservice education, seeking to identify if the formative process and the educative practices adopted can cause changes in the previously existing SR; and to compare the students’ representations. The study, of a longitudinal characteristic, will follow the students between the years 2009 and 2012, using questionnaires, narrative text and semi-structured interviews as instruments for data collection. The data will be processed with the aid of statistical software (EVOC, Alceste and SPSS) and according to the technique of content analysis (BARDIN, 1977). We found among the students from the two universities SR that do not suit either the young children teacher profile or the commonly accepted concept of the child/childhood in contemporary society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Children Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  crian&ccedil;a e o professor na educa&ccedil;&atilde;o infantil: representa&ccedil;&otilde;es de alunos do curso  de pedagogia.</h2> <h3>The child and the teacher in early childhood  education: representations of pedagogy students.</h3>     <p>&nbsp;</p> <h4>C&eacute;lia  Maria Guimar&atilde;es, S&iacute;lvia Adriana Rodrigues, Claudia Cristina Garcia Piffer</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Electrónica de Investigación Educativa]]></source>
<year></year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year></year>
<volume>36</volume>
<numero>127</numero>
<issue>127</issue>
<page-range>87-128</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[Zero a Seis - Revista Eletrônica]]></source>
<year></year>
<numero>15</numero>
<issue>15</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year></year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>293-310</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[NUANCES: estudos sobre Educação]]></source>
<year></year>
<volume>16</volume>
<numero>17</numero>
<issue>17</issue>
<page-range>85-104</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<source><![CDATA[NUANCES: estudos sobre Educação]]></source>
<year></year>
<volume>16</volume>
<numero>17</numero>
<issue>17</issue>
<page-range>53-68</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<source><![CDATA[Perspectiva]]></source>
<year></year>
<volume>17</volume>
<page-range>85-98</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<source><![CDATA[NUANCES: estudos sobre Educação]]></source>
<year></year>
<volume>15</volume>
<numero>16</numero>
<issue>16</issue>
<page-range>17-34</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Psicologia da Educação]]></source>
<year></year>
<volume>10</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>193-215</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
