<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000400288</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.224.06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A didática e a docência no contexto da licenciatura em dança]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactics and teaching in the context of the education of dance teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Giseli Barreto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batalha]]></surname>
<given-names><![CDATA[Cecília Silvano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>288</fpage>
<lpage>297</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000400288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000400288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000400288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo2 apresenta resultados de uma pesquisa com um grupo de estudantes concluintes de um curso de licenciatura em dança que buscou investigar o que prevalece como didática nos cursos de formação de professores. O estudo orientou-se pelos objetivos de analisar conhecimentos sobre a docência construídos por meio do estudo de didática por futuros professores, assim como as contribuições da formação em didática para o processo de constituição dos saberes profissionais docentes. O quadro teórico foi construído a partir de três eixos conceituais: (i) sobre o ensino enquanto especificidade profissional docente, com base em Roldão; (ii) sobre a base de conhecimento profissional docente a partir do que propõem alguns autores, entre os quais Gauthier; (iii) sobre concepções de formação de professores segundo Cochran-Smith e Lytle. Para a obtenção dos dados, foi aplicado um questionário e foram realizados grupos de discussão. Três eixos de análise sumarizam os resultados, a saber: (i) O que se ensina em didática? (ii) Como se ensina em didática? (iii) Que nível de importância se atribui à interferência do professor formador? Os resultados apontam que o ensino de didática, embora pareça superar a tendência prescritiva, trata de temas importantes à compreensão do processo de ensino, porém, com pouco investimento no reconhecimento do ensino enquanto ação especializada e na necessidade de construção da base de conhecimento profissional docente, fazendo prevalecer uma formação para a prática, com ênfase aplicacionista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of a research done within a group of newly graduated students in the education of dance teachers, aiming at investigating what prevails as didactics on teacher education courses. The study was oriented by the following objectives: to analyze knowledge about teaching, constructed through the study of didactics by future teachers finishing graduate level courses, and the contribution of the education of didactics to the process of the constitution of professional knowledge on teaching, giving more focus into what the teaching educator does in didactics to educate on teaching. The theoretical framework was built on three conceptual axes: (i) teaching as a professional specificity of teachers, based in Roldão; (ii) teaching professional knowledge basis, from what is proposed by some authors, such as Gauthier; (iii) conceptions of teacher education, according to Cochran-Smith e Lytle. Data was obtained by applying a survey and assembling discussion groups. Three analysis axes summarized the following results: (i) what is taught in didactics; (ii) how didactics is taught; (iii) what level of importance is given to the teacher educator interferences? The results point that the teaching of didactics, though it seems to overcome the prescriptive tendency, deals with important themes comprehending the teaching process, although with little investment in recognizing the teaching as specialized action, and on the need of the construction of the teaching professional knowledge base, with applicationist emphasis. What is done, and how it is done by the teacher educator to teach didactics, compose the teaching education process on teacher education, not always in a positive way.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em dança]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[dance education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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