<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142014000200259</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v14n2.p259-274</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores: implicações pedagógicas da teoria histórico-cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher education: cultural-historical theory and its pedagogical implications]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores: implicaciones pedagógicas de la teoría histórico cultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Suely Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lugle]]></surname>
<given-names><![CDATA[Andreia Maria Cavaminami]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho" Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>259</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142014000200259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142014000200259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142014000200259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Partimos do princ&#237;pio de que a escola tem como fun&#231;&#227;o promover a humaniza&#231;&#227;o das crian&#231;as e alunos em suas m&#225;ximas potencialidades e o professor &#233; o mediador mais experiente nessa rela&#231;&#227;o. Desse ponto de vista, a forma&#231;&#227;o inicial e continuada de professores deve ter como princ&#237;pio o estudo de uma teoria que sustente a pr&#225;tica pedag&#243;gica, visando &#224; potencializa&#231;&#227;o do desenvolvimento humano. Defendendo, ent&#227;o, que toda pr&#225;tica pedag&#243;gica deve ser alicer&#231;ada em uma teoria, buscamos conhecer e estudar uma teoria para fundamentar a pr&#225;tica nos encontros de forma&#231;&#227;o de professores. Adotamos, para esta abordagem, a Teoria Hist&#243;rico-Cultural por sua expl&#237;cita rela&#231;&#227;o com uma educa&#231;&#227;o humanizadora e desenvolvente, ao entender a escola como processo promotor do desenvolvimento humano. Objetivamos, nesse artigo, refletir sobre as implica&#231;&#245;es pedag&#243;gicas dessa Teoria para a forma&#231;&#227;o de professores utilizando como referencial te&#243;rico Vygotsky, Davydov, Leontiev, dentre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The cultural-historical perspective understands school as a promoter of human development, and we assume this can be done to achieve children's and students' maximum potential, and that the teacher is the most experienced mediator in this relationship. From this point of view, a principle of teachers' initial and continuing education should be the study of a theory that supports the pedagogical practice, with the aim of enhancing human development. We therefore argue that all pedagogical practice must be grounded in a theory, and we seek to find and study a theory that will form the basis of practice in teacher education meetings. For this approach, we have elected the Cultural-Historical Theory by its explicit relationship with a humanizing and developmental education and, in this article, we aim to reflect on the pedagogical implications of the Cultural-Historical Theory for teacher education based on the studies of Vygotsky, Davydov, and Leontiev, among others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Partimos del principio de que la escuela tiene como funci&#243;n promover la humanizaci&#243;n de los ni&#241;os y alumnos en sus m&#225;ximas potencialidades y el profesor es el mediador m&#225;s experimentado en esa relaci&#243;n. Desde ese punto de vista, la formaci&#243;n inicial y continua de profesores debe tener como principio el estudio de una teor&#237;a que sustente la pr&#225;ctica pedag&#243;gica con el prop&#243;sito de potenciar el desarrollo humano. Defendiendo, por lo tanto, que toda pr&#225;ctica pedag&#243;gica debe estar basada en una teor&#237;a, buscamos conocer y estudiar una teor&#237;a para fundamentar la pr&#225;ctica en los encuentros de formaci&#243;n de profesores. Para este abordaje adoptamos la Teor&#237;a Hist&#243;rico Cultural por su expl&#237;cita relaci&#243;n con una educaci&#243;n humanizadora y desarrolladora que entiende a la escuela como proceso promotor del desarrollo humano. En este art&#237;culo nuestro objetivo es reflexionar sobre las implicaciones pedag&#243;gicas de esa Teor&#237;a para la forma&#231;&#227;o de profesores, utilizando como referencias te&#243;ricas a Vygotsky, Davydov y Leontiev, entre otros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico Cultural]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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<surname><![CDATA[TSUKERMAN]]></surname>
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<article-title xml:lang="en"><![CDATA[Ensino desenvolvente e atividade de estudo.]]></article-title>
<source><![CDATA[Journal of Russian and East European Psychology]]></source>
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<volume>41</volume>
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</ref-list>
</back>
</article>
