<?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>S1984-71142018000100102</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v18n1.p102-114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIRETRIZES CURRICULARES PARA A FORMAÇÃO DOCENTE: PERCEPÇÕES DE PROFESSORES FORMADORES]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR GUIDELINES FOR TEACHER EDUCATION: VIEWS OF TEACHER EDUCATORS]]></article-title>
<article-title xml:lang="es"><![CDATA[DIRECTRICES CURRICULARES PARA LA FORMACIÓN DOCENTE: PERCEPCIONES DE PROFESORES FORMADORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voigt]]></surname>
<given-names><![CDATA[Jane Mery Richter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesce]]></surname>
<given-names><![CDATA[Marly Krüger de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville Mestrado em Educação ]]></institution>
<addr-line><![CDATA[Joinville SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Região de Joinville Mestrado em Educação ]]></institution>
<addr-line><![CDATA[Joinville SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo &#233; discutir como os professores que atuam em disciplinas relacionadas &#224;s pr&#225;ticas pedag&#243;gicas percebem os impactos das diretrizes curriculares para a forma&#231;&#227;o inicial. Esta pesquisa, de abordagem qualitativa, obteve os dados por meio de entrevista com professores que atuam em cursos de licenciatura. A an&#225;lise dos dados pautou-se nas diretrizes nacionais (BRASIL, 2002; 2015) e em te&#243;ricos como Tardif (2011), Imbern&#243;n (2011) e Dourado (2015). Os resultados apontam que, para os formadores, diferentes saberes t&#234;m interfaces comuns e que a aproxima&#231;&#227;o da universidade com a educa&#231;&#227;o b&#225;sica se mostra fundamental, pois a escola &#233; reconhecida como um espa&#231;o de forma&#231;&#227;o. Todavia h&#225; um silenciamento em rela&#231;&#227;o a aspectos apontados nas diretrizes, como a forma&#231;&#227;o do professor pesquisador, imprescind&#237;vel para a atua&#231;&#227;o e forma&#231;&#227;o docente, considerando as demandas e os desafios da educa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to discuss how teacher educators who work with pedagogical subjects, understand the impacts of the guidelines for initial teacher education. Data for this research, which uses a qualitative approach, were collected through interviews with teacher educators working with degree courses. The data analysis took into account the National Guidelines (Brasil, 2002; 2015); and authors such as Tardif (2011), Imbern&#243;n (2011) and Dourado (2015). The results indicate that for the educators, different types of knowledge have common interfaces, and the relationship between the university and basic education is fundamental, as the school is recognized as a space of training. However, there was a silence in relation to aspects pointed out in the Guidelines, such as the education of the teacher as a researcher, which is essential for teaching performance and training, considering the demands and challenges of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este art&#237;culo es discutir como los profesores que act&#250;an en materias relacionadas a las pr&#225;cticas pedag&#243;gicas, entienden los impactos de las directrices curriculares para la formaci&#243;n inicial de maestros. Esta investigaci&#243;n, de abordaje cualitativa obtuvo los datos por medio de entrevistas con profesores que act&#250;an en cursos de Licenciatura. El an&#225;lisis de los datos se bas&#243; en las directrices nacionales (Brazil, 2002; 2015) y en te&#243;ricos como Tardif (2011), Imbern&#243;n (2011) y Dourado (2015). Los resultados apuntan que, para los profesores, diferentes saberes tienen interfaces comunes y que la aproximaci&#243;n de la universidad con la educaci&#243;n b&#225;sica es fundamental, porque la escuela es reconocida como un espacio de formaci&#243;n. No obstante, hay un silenciamiento en relaci&#243;n a los aspectos resaltados en las directrices como la formaci&#243;n del profesor investigador, imprescindible para la actuaci&#243;n y formaci&#243;n docente, considerando las demandas y los desaf&#237;os de la educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Educativas]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="en"><![CDATA[Teacher training education]]></kwd>
<kwd lng="en"><![CDATA[Educational practices]]></kwd>
<kwd lng="en"><![CDATA[Curricular Guidelines]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesor]]></kwd>
<kwd lng="es"><![CDATA[Prácticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Directrices curriculares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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