<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812015000200359</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/340213314</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A base de conhecimentos dos professores, a reflexão e o desenvolvimento profissional: um estudo de caso a partir da escrita de diários de aula por estagiários de professores de Química]]></article-title>
<article-title xml:lang="en"><![CDATA[The basis of knowledge of teachers, reflection and professional development: a case study on class diaries written by Chemistry teacher trainees]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Leila Inês Follmann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandez]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Departamento de Métodos e Técnicas de Ensino ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,USP Instituto de Química ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<volume>96</volume>
<numero>243</numero>
<fpage>359</fpage>
<lpage>379</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812015000200359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812015000200359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812015000200359&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Analisamos 70 di&#225;rios de aula, produzidos por tr&#234;s professores em forma&#231;&#227;o inicial durante atividades de doc&#234;ncia supervisionada no per&#237;odo de est&#225;gio curricular em ensino de qu&#237;mica. No discurso dos di&#225;rios, h&#225; evid&#234;ncias sobre os conhecimentos para o ensino acerca dos quais os estagi&#225;rios refletiram. Pautamo-nos no indicador de ensino reflexivo para classificar o discurso dos di&#225;rios como reflexivo ou n&#227;o e na base de conhecimentos para o ensino para identificar os tipos de conhecimentos envolvidos na reflex&#227;o dos estagi&#225;rios. Os resultados indicam que os estagi&#225;rios refletiram mais sobre aspectos do conhecimento de professores relacionados ao conhecimento pedag&#243;gico geral e ao pedag&#243;gico do conte&#250;do e pouco sobre aspectos envolvendo o contexto dos estudantes e o conhecimento do conte&#250;do espec&#237;fico. No intuito de contribuir para que os di&#225;rios dos professores se tornem ferramentas efetivas no desenvolvimento profissional de licenciandos, propomos um roteiro de orienta&#231;&#227;o &#224; reflex&#227;o sobre a pr&#243;pria pr&#225;tica docente]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We examined 70 class diaries, produced by three teachers in initial training during teaching activities in the Chemistry supervised traineeship. In the class diaries discourse, there is evidence about the knowledge for teaching, upon which trainees reflected. The study was based on the reflective teaching indicator to classify the discourse of diaries as reflective or not, and on the knowledge base of teaching to identify the types of knowledge involved in the reflection of trainees. The results indicate that trainees reflected more about aspects of teacher knowledge related to general pedagogical knowledge and to pedagogical content knowledge and little upon aspects involving the context of students and the knowledge of specific content. In order to contribute to the teacher class diaries become effective tools in the professional development of undergraduates, we propose an orientation guide for the reflection about the teaching practice itself]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[base de conhecimentos para o ensino]]></kwd>
<kwd lng="pt"><![CDATA[reflexão]]></kwd>
<kwd lng="pt"><![CDATA[diário de classe do professor]]></kwd>
<kwd lng="pt"><![CDATA[estagiários]]></kwd>
<kwd lng="en"><![CDATA[knowledge base of teaching]]></kwd>
<kwd lng="en"><![CDATA[reflection]]></kwd>
<kwd lng="en"><![CDATA[teacher class diaries]]></kwd>
<kwd lng="en"><![CDATA[student teachers]]></kwd>
</kwd-group>
</article-meta>
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