<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592019000100302</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/77747</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SABER OBJETIVADO E FORMAÇÃO DE PROFESSORES: REFLEXÕES PEDAGÓGICO-EPISTEMOLÓGICAS]]></article-title>
<article-title xml:lang="es"><![CDATA[SABER OBJETIVADO Y FORMACIÓN DE PROFESORES: REFLEXIONES PEDAGÓGICAS-EPISTEMOLÓGICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[OBJECTIFIED KNOWLEDGE AND TEACHER TRAINING: PEDAGOGICAL-EPISTEMOLOGICAL REFLECTIONS]]></article-title>
<article-title xml:lang="fr"><![CDATA[SAVOIR OBJECTIVÉ ET FORMATION DES ENSEIGNANTS: RÉFLEXIONS PÉDAGOGIQUES-ÉPISTEMOLOGIQUES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Wagner Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592019000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592019000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592019000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto busca caracterizar saber objetivado tendo em vista a mobilização dessa noção no debate que trata da constituição dos saberes presentes no ensino e na formação de professores. Para tal, o estudo realiza um inventário sobre os modos diferentes de tratar os saberes presentes no ensino e na formação de professores, levando em consideração mapeamentos brasileiros recentes da pesquisa educacional sobre o tema. Na investigação dos saberes, dois tipos estão presentes: os saberes da ação e os saberes objetivados. Os primeiros constituindo paradigma dominante orientador das pesquisas sobre formação de professores, conforme indicação dos mapeamentos; e os saberes objetivados, sendo tratados por recentes estudos vindos da Universidade de Genebra, na Suíça, de modo a melhor caracterizar como historicamente são configurados os saberes presentes na formação de professores. Como conclusão, o texto argumenta sobre a importância da mobilização de bases teórico-metodológicas que tornem inteligíveis processos e dinâmicas de produção dos saberes profissionais dos professores, colocando no centro das discussões o saber, trazendo para o debate a epistemologia, tratada no campo da formação de professores, problematizando os saberes pedagógicos em termos de processos de objetivação, dando sentido às investigações que visam compreender como se constituem os saberes objetivados em sua articulação com os saberes da ação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto busca caracterizar el saber objetivado con miras a su movilización en el debate que trata de la constitución de los saberes presentes en la enseñanza y en la formación de profesores. Para ello, el estudio realiza un inventario sobre los diferentes modos de tratar los saberes presentes en la enseñanza y la formación de profesores, tomando en consideración inventarios recientes de la investigación educativa sobre el tema. En la investigación de los saberes, dos tipos están presentes: los saberes de la acción y los saberes objetivados. Los primeros constituyendo paradigma dominante orientador de las investigaciones sobre formación de profesores; y los saberes objetivados, siendo tratados por nuevos estudios venidos de la Universidad de Ginebra, en Suiza. Como conclusión, el texto resalta la importancia de movilizar nuevas bases teóricas y metodológicas para hacer inteligibles los procesos y dinámicas de producción del conocimiento profesional docente, colocando en el centro de las discusiones el conocimiento, llevando al debate la epistemología, tratada en el campo de formación de docentes, problematizando los saberes pedagógicos en términos de procesos de objetivación, dando sentido a las investigaciones que pretenden comprender cómo se constituye el conocimiento objetivado en su articulación con el conocimiento de la acción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text seeks to characterize the objectified knowledge in view of its mobilization in the debate that deals with the constitution of the knowledge present in the teaching and training of teachers. To this end, the study makes an inventory of the different ways of dealing with the knowledge present in teacher education and training, taking into account recent mapping of educational research on the subject. In the investigation of the knowledge, two types are present: the knowledge of the action and the objectified knowledge. The first knowledge constituting the dominant paradigm of research on teacher education; and the objectified knowledge, being treated by new studies coming from the University of Geneva, Switzerland. As a conclusion, the text highlights the importance of mobilizing new theoretical and methodological bases to make processes and dynamics of production of teachers' professional knowledge intelligible, placing at the center of the discussions the knowledge, bringing to the debate the epistemology, treated in the field of formation of teachers, problematizing the pedagogical knowledges in terms of objectification processes, giving meaning to the investigations that aim to understand how the objectified knowledge is constituted in their articulation with the knowledge of the action.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Ce texte cherche à caractériser le savoir objectivé en vue de sa mobilisation dans le débat qui porte sur la constitution du savoir présent dans l'enseignement et la formation des enseignants. Pour cela, l'étude dresse un inventaire des différentes façons de traiter les savoirs présentes dans l'enseignement et la formation des enseignants, en tenant compte des récents résultats de la recherche pédagogique sur le sujet. Dans l'investigation des savoirs, deux types sont présents: le savoir de l'action et le savoir objectivé. Le premier savoir constituant le paradigme dominant de la recherche sur la formation des enseignants; et les savoir objectivé traitées par de nouvelles études provenant de l'Université de Genève, en Suisse. En conclusion, le texte souligne l'importance de mobiliser de nouvelles bases théoriques et méthodologiques pour rendre intelligibles les processus et les dynamiques de production du savoir professionnel des enseignants, plaçant la connaissance au centre des discussions, apportant au débat l'épistémologie, traitée dans le champ de la formation des enseignants, problématisant les connaissances pédagogiques en termes de processus d'objectivation, donnant un sens à la recherche qui cherche à comprendre comment le savoir objectivé se constitue dans son articulation avec le savoir de l'action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[saber profissional]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[saberes da ação]]></kwd>
<kwd lng="pt"><![CDATA[saber objetivado]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[saber profesional]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[saberes de la acción]]></kwd>
<kwd lng="es"><![CDATA[saber objetivado]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[professional knowledge]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[knowledge of the action]]></kwd>
<kwd lng="en"><![CDATA[objectified knowledge]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[connaissances professionnelles]]></kwd>
<kwd lng="fr"><![CDATA[épistémologie]]></kwd>
<kwd lng="fr"><![CDATA[savoir de l'action]]></kwd>
<kwd lng="fr"><![CDATA[savoir objectivé]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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