<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602021000100304</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2015v1n1id1552</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULOS E CURRICULARIZAÇÃO DA FORMAÇÃO DOCENTE CONTEMPORÂNEA NOS MESTRADOS EM EDUCAÇÃO DA UFPA, UEPA, UFT NA/DA AMAZÔNIA BRASILEIRA]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUMS AND CURRICULARIZATION OF CONTEMPORARY TEACHING TRAINING IN MASTERS IN EDUCATION OF UFPA, UEPA, UFT IN/OF THE BRAZILIAN AMAZON]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRICULOS Y CURRICULARIZACION DE LA FORMACION DOCENTE CONTEMPORANEA EN MASTERES EN EDUCACION DE UFPA, UEPA, UFT EN/DE LA 2 AMAZONIA BRASILEÑA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Damião]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Marcos Irondes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Doutor em educação pela UFBA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Doutorando em Educação na Amazônia e Mestre em Educação, pela UFT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602021000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602021000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602021000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A curricularização da formação inicial docente, no ensino, na pesquisa e na extensão, nos mestrados em educação são questões das quais nos ocupamos e refletimos neste trabalho. A produção textual resulta da Pesquisa Documental de aspectos dos currículos dos cursos de mestrados em educação da UFPA, UEPA, UFT; três universidades públicas da região Norte, na Amazônia brasileira. Fazemos, também Análise Qualitativa Interpretacionista, conforme as três etapas metódicas inter-relacionadas: a etapa investigativa, uma interpretativa e outra propositiva. Nossa fundamentação teórica é de autores da área de currículo e formação de professores tais como: Bernard Charlot (2000), Jurjo Santomé (1998), Gimeno Sacristán (2000), Ivani fazenda (2001, 2008), Elizabeth Macedo (2001), Tomaz Tadeu Silva (2000). A curricularização da extensão na educação superior para a formação inicial, está prescrita na legislação; na pós-graduação ainda não está definida, mas, poderá vir a ser exigida já que a legislação sobre a extensão para a educação superior aponta para o processo de curricularização também na especialização, no mestrado, doutorado. Os cursos de mestrado em educação da UFPA, UEPA, UFT, criados antes do marco legal da extensão acadêmica, não explicitam nos seus currículos a curricularização da extensão, apesar de, curricularizadas estarem, o ensino e a pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The curriculum of initial teacher training, in teaching, research and extension, in master's degrees in education are issues that we are concerned with and reflected in this work. The textual production results from the Documentary Research of aspects of the curricula of the Masters in Education courses at UFPA, UEPA, UFT; three public universities in the North region, in the Brazilian Amazon. We also do Qualitative Interpretationist Analysis, according to the three interrelated methodical stages: the investigative stage, one interpretive and the other propositional. Our theoretical foundation is from authors in the area of curriculum and teacher training such as: Bernard Charlot (2000), Jurjo Santomé (1998), Gimeno Sacristán (2000), Ivani Fazenda (2001, 2008), Elizabeth Macedo (2001), Tomaz Tadeu Silva (2000). The curriculum of extension in higher education for initial training is prescribed by law; in postgraduate studies it is not yet defined, but it may be required since the legislation on extension to higher education points to the curricularization process also in specialization, in master's, doctorate. The master's courses in education at UFPA, UEPA, UFT, created before the legal framework of academic extension, do not explain in their curricula the curriculum of the extension, although they are curricular, teaching and research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El currículo de la formación inicial del profesorado, en docencia, investigación y extensión, en los másteres en educación son temas que nos preocupan y reflejan en este trabajo. La producción textual es el resultado de la Investigación Documental de aspectos de los planes de estudio de los cursos de Maestría en Educación en UFPA, UEPA, UFT; tres universidades públicas de la región norte, en la Amazonía brasileña. También hacemos Análisis Interpretacionista Cualitativo, de acuerdo con las tres etapas metódicas interrelacionadas: la etapa investigativa, una interpretativa y la otra proposicional. Nuestro fundamento teórico es de autores en el área de currículo y formación docente como: Bernard Charlot (2000), Jurjo Santomé (1998), Gimeno Sacristán (2000), Ivani Fazenda (2001, 2008), Elizabeth Macedo (2001), Tomaz Tadeu Silva (2000). El plan de estudios de extensión en la educación superior para la formación inicial está prescrito por la ley; en estudios de posgrado aún no está definido, pero puede ser requerido ya que la legislación sobre extensión a la educación superior apunta al proceso de curricularización también en especialización, maestría, doctorado. Los cursos de maestría en educación de la UFPA, UEPA, UFT, creados antes del marco legal de la extensión académica, no explican en sus planes de estudio el currículo de la extensión, aunque sí son curriculares, docentes e investigativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Curricularização]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente contemporânea]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Contemporary teacher training]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Formación docente contemporánea]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Formar professores como profissionais reflexivos]]></article-title>
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<given-names><![CDATA[A]]></given-names>
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<source><![CDATA[Os professores e a sua formação]]></source>
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<page-range>79-91</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Dom Quixote]]></publisher-name>
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<person-group person-group-type="author">
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