<?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>S1984-71142019000100141</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v19n1.p141-155</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O CONTEXTO PROFISSIONAL NOS CURSOS DE PEDAGOGIA A PARTIR DE UMA PERSPECTIVA INTEGRADA DA FORMAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PROFESSIONAL CONTEXT IN PEDAGOGY COURSES FROM AN INTEGRATED PERSPECTIVE OF TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[EL CONTEXTO PROFESIONAL EN LAS CARRERAS DE PEDAGOGÍA A PARTIR DE UNA PERSPECTIVA INTEGRADA DE LA FORMACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Felício]]></surname>
<given-names><![CDATA[Helena Maria dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>141</fpage>
<lpage>155</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142019000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142019000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142019000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho tem por objetivo analisar o significado que os contextos de atuação profissional assumem no processo de formação inicial dos professores, especificamente, nos cursos de Pedagogia do Brasil, tendo como referência uma perspectiva integrada da formação. De caráter qualitativo, analisamos os Projetos Pedagógicos dos referidos cursos por meio da Análise de Conteúdo, a partir de três indicadores: (a) concepção do contexto profissional; (b) relação estabelecida com o contexto profissional; e (c) construção de comunidades de práticas. Os resultados evidenciaram avanços no que diz respeito à concepção do contexto de atividade profissional e da relação estabelecida com o contexto de atividade profissional, embora sejam necessárias ações e iniciativas mais incisivas tanto da Universidade quanto das Escolas de Educação Básica, de modo que os futuros professores possam saber administrar os diferentes saberes, construídos em diferentes lugares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work analyzes the meaning assumed by contexts of professional practice in the initial teacher training process, specifically in Brazilian Pedagogy courses, taking as its reference an integrated perspective of training. Characterized as qualitative research, it analyzes the pedagogical projects of the courses in question using content analysis, based on three indicators: (a) concept of professional context; (b) established relationship to professional context and (c) the construction of practical communities. The results demonstrate advances in relation to the concept of professional activity context and the established relationship to the professional context, but more incisive actions and initiatives are needed, both for Universities and schools, so that future teachers can know how to administrate different forms of knowledge, constructed in different places.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo tiene por objetivo analizar el significado que los contextos de actuación profesional asumen en el proceso de formación inicial de los profesores, específicamente, en las carreras de Pedagogía en Brasil, teniendo como referencia una perspectiva integrada de la formación. De carácter cualitativo analizamos los Proyectos pedagógicos de dichas carreras a través del Análisis de Contenido, a partir de tres indicadores: (a) concepción del contexto profesional; (b) relación establecida con el contexto profesional y (c) la construcción de comunidades de prácticas. Los resultados evidenciaron avances en lo que se refiere a la concepción del contexto de actividad profesional y de la relación establecida con el contexto de actividad profesional, aunque se necesitan acciones e iniciativas más incisivas tanto de la Universidad y de las Escuelas de Educación Básica, de modo que los futuros profesores, puedan saber administrar los diferentes saberes, construidos en diferentes lugares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Contextos Profissionais]]></kwd>
<kwd lng="pt"><![CDATA[Relação Universidade-Escola]]></kwd>
<kwd lng="en"><![CDATA[Initial Training]]></kwd>
<kwd lng="en"><![CDATA[Professional Contexts]]></kwd>
<kwd lng="en"><![CDATA[University-School Relations]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial]]></kwd>
<kwd lng="es"><![CDATA[Contextos Profesionales]]></kwd>
<kwd lng="es"><![CDATA[Relación Universidad-Escuela]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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