<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942019000100009</article-id>
<article-id pub-id-type="doi">10.5294/edu.2019.22.1.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Posibilidad de acuerdos sobre las concepciones de currículo para la formación de maestros]]></article-title>
<article-title xml:lang="en"><![CDATA[Possible Agreements on Curriculum Conceptions for Teacher Training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Acordos possíveis sobre concepções de currículo para a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo]]></surname>
<given-names><![CDATA[Elida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadavid]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flórez]]></surname>
<given-names><![CDATA[Sarah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942019000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El currículo sigue siendo un asunto de indagación y problematización vigente en los programas de educación superior y particularmente en aquellos que forman maestros. Si bien la tendencia es a considerarlo desde una perspectiva instrumental y técnica, en este trabajo partimos de perspectivas críticas y comprensivas. Por ello, este estudio de caso, de corte cualitativo, llevado a cabo en una Facultad de Educación de una universidad pública donde se ofrecen diversos programas, se propone indagar sobre las concepciones de currículo presentes en los programas de formación de maestros, así como sus características. La investigación se enfoca: en las diversas formas de concebir el currículo en los programas, aun siendo parte de la misma unidad académica; en el lugar de la flexibilidad y la integración curricular como preocupaciones importantes; y en la configuración/estructuración de los programas, que no es homogénea, pero determina unos recorridos en la formación de quienes participan de las propuestas. A partir de la discusión, una de las implicaciones fundamentales es la necesidad de hacer acuerdos acerca de las concepciones de currículo que guían la acción y la práctica docente y respecto de las formas particulares en las cuales se estructuran/configuran las propuestas, atendiendo a esos &#8220;mínimos comunes&#8221; que posibilitan el diálogo y la construcción colectiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Curricula continue to be a matter of research and problematization in higher education programs, particularly those that train teachers. Although the tendency is to consider them from an instrumental and technical perspective, this paper adopts critical and comprehensive perspectives. Then, this qualitative case study carried out in a School of Education at a public university intends to inquire into the curriculum conceptions present in teacher training programs and their characteristics. The research focuses on the different ways of conceiving the curriculum in the programs, even when they are part of the same academic unit; on flexibility and curricular integration as central concerns; and on the shaping/structuring of programs, which is not homogeneous but determines some paths in the training of those participating in the proposals. From the discussion, it is concluded that a key implication is the need to reach agreements both on curriculum conceptions that guide teaching action and practice and on the particular ways in which proposals are structured/shaped, following those &#8220;common minimums&#8221; that enable dialogue and collective construction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O currículo continua sendo assunto de indagação e problematização vigente nos programas de ensino superior e, particularmente, nos que formam professores. Embora a tendência seja considerá-lo sob uma perspectiva instrumental e técnica, neste trabalho, partimos de perspectivas críticas e compreensivas. Por isso, ao considerar este estudo de caso, de corte qualitativo, realizado numa faculdade de educação de uma universidade pública onde são ofertados diversos programas, propomos indagar sobre as concepções de currículo presentes nos programas de formação de professores, bem como as características deste. A pesquisa está focada: nas diversas formas de conceber o currículo nos programas, ainda fazendo parte da mesma unidade acadêmica; no lugar da flexibilidade e da integração curricular como preocupações importantes, e na configuração/estruturação dos programas, que não é homogênea, mas determina os caminhos na formação de quem participa das propostas. A partir da discussão, uma das implicações fundamentais é a necessidade de fazer acordos sobre as concepções de currículo que guiam a ação e a prática docente, e o respeito das formas particulares em que se estruturam/configuram as propostas, atendendo a esses &#8220;mínimos comuns&#8221; que possibilitam o diálogo e a construção coletiva.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación del personal docente]]></kwd>
<kwd lng="es"><![CDATA[investigación sobre el currículo]]></kwd>
<kwd lng="es"><![CDATA[programas de educación]]></kwd>
<kwd lng="en"><![CDATA[of study]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational personnel training]]></kwd>
<kwd lng="en"><![CDATA[curriculum research]]></kwd>
<kwd lng="en"><![CDATA[educational programmes]]></kwd>
<kwd lng="pt"><![CDATA[Plano de estudos]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa sobre o currículo]]></kwd>
<kwd lng="pt"><![CDATA[programas de educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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