<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822021000200081</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v26i57.1424</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimentos pedagógicos na formação de professores: uma análise do manual &#8220;Pedagogia e Prática Docente&#8221; (2012)]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical knowledge in teacher education: an analysis of the &#8220;Pedagogy and Teaching Practice&#8221; manual (2012)]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos pedagógicos en la formación del profesorado: un análisis del manual &#8220;Pedagogía y Práctica Docente&#8221; (2012)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hegeto]]></surname>
<given-names><![CDATA[Léia de Cassia Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Tiago Cordeiro dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>57</numero>
<fpage>81</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822021000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822021000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822021000200081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar os conhecimentos pedagógicos presentes na formação de professores a partir da análise do manual &#8220;Pedagogia e Prática Docente&#8221;, da autora Maria Amélia R. S. Franco (2012). Os manuais são produtos e produtores de conhecimentos e práticas escolares (BUFREM; SCHMIDT; GARCIA, 2006), sendo também construtores de identidades pessoais e profissionais docentes. A pesquisa qualitativa teve como fundamento a análise documental e a análise de conteúdo (BARDIN, 2011) para revelar os conhecimentos abordados no manual, o qual faz parte da Coleção Docência em Formação/Série Saberes Pedagógicos, da Editora Cortez. Foram selecionadas as seguintes categorias de análise: temáticas e encaminhamento metodológico presentes no livro. Foram analisadas as temáticas: Pedagogia, Didática, Práticas Educativas, Práticas Pedagógicas, Práticas Docentes, Subjetividade Pedagógica e Dialogicidade; e a pesquisa-ação como encaminhamento metodológico. Os resultados revelam que o livro analisado trata sobre os conhecimentos mobilizados no ato de ensinar e os desafios da Pedagogia e Prática Docente, contribuindo, assim, para a formação de professores. O livro propõe uma metodologia de pesquisa pedagogicamente fundamentada para uso dos docentes nas práticas escolares coletivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the pedagogical knowledge present in teacher training based on the analysis of the manual &#8220;Pedagogy and Teaching Practice&#8221; (free translation), by author Maria Amélia R. S. Franco (2012). Manuals are products and producers of school knowledge and practices (BUFREM; SCHMIDT; GARCIA, 2006), and are also builders of personal identities and teaching professionals. The qualitative research was based on document analysis and content analysis (BARDIN, 2011) to reveal the knowledge covered in the manual, which is part of Editora Cortez&#8217;s Coleção Docência em Formação/Série Saberes Pedagógicos. The following categories of analysis were selected: themes and methodological guidance present in the book. The themes were analyzed: Pedagogy, Didactics, Educational Practices, Pedagogical Practices, Teaching Practices, Pedagogical Subjectivity and Dialogicity; and action research as a methodological approach. The results reveal that the analyzed book deals with the knowledge mobilized in the act of teaching and the challenges of Pedagogy and Teaching Practice, thus contributing to the training of teachers. The book proposes a pedagogically based research methodology for use by teachers in collective school practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar el conocimiento pedagógico presente en la formación del profesorado basado en el análisis del manual &#8220;Pedagogía y práctica docente&#8221; (traducción libre), de la autora Maria Amélia R. S. Franco (2012). Los manuales son productos y productores de conocimiento y prácticas escolares (BUFREM; SCHMIDT; GARCIA, 2006), y también son constructores de identidades personales y profesionales de la enseñanza. La investigación cualitativa se basó en el análisis de documentos y el análisis de contenido (BARDIN, 2011) para revelar el conocimiento cubierto en el manual, que forma parte de la Coleção Docência em Formação/Série Saberes Pedagógicos, de la Editora Cortez. Fueron seleccionadas las siguientes categorías de análisis: temas y orientación metodológica presentes en el libro. Los temas analizados fueron: pedagogía, didáctica, prácticas educativas, prácticas pedagógicas, prácticas docentes, subjetividad pedagógica y dialogicidad; y la pesquisa-acción como enfoque metodológico. Los resultados revelan que el libro analizado aborda el conocimiento movilizado en el acto de enseñar y los desafíos de la práctica pedagógica y pedagógica, contribuyendo así a la formación de los docentes. El libro propone una metodología de investigación con base pedagógica para el uso de los maestros en las prácticas escolares colectivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[conhecimentos pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[manuais]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[pedagogical knowledge]]></kwd>
<kwd lng="en"><![CDATA[didactic manuals]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[conocimientos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[manuales]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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