<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732005000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política de formação de professores no Brasil: as ciladas da reestruturação das licenciaturas]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies for teacher education in Brazil: the traps of teacher training reforms]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de formación de profesores en Brasil: armadillas de la reformulación de las licenciaturas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-da-Silva]]></surname>
<given-names><![CDATA[Maria Helena G. Frem]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<volume>23</volume>
<numero>02</numero>
<fpage>381</fpage>
<lpage>406</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732005000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732005000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732005000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo analisa algumas das ciladas que foram desencadeadas nesses últimos dois anos (2002/2004) a partir da exigência de reformulação dos cursos de licenciatura nas universidades públicas, impactadas pela necessidade de implantação das Diretrizes Curriculares Nacionais para a Formação de Professores o que, podia-se antever, apontava para a fragilização do papel formador do conhecimento educacional e para a desprofissionalização dos professores. Mediante interpretação dos conflitos/embates que estiveram presentes no cotidiano universitário e também da análise decorrente da experiência em pesquisa colaborativa com professores e escolas públicas, o trabalho procura problematizar alguns aspectos nevrálgicos implicados na reformulação curricular, com destaque para: o conhecimento educacional, a parceria universidade-escola e as condições de trabalho dos professores e seus formadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes some of the traps set by educational policies and reforms that concern teacher education at Brazilian public universities in recent years (2002-2004), as these universities were forced to implement the National Curriculum Guidelines for Teacher Education. The article points out the close association between these guidelines and the weakened role of educational experience and information in teacher education programs and the deregulation of teacher training. Based on both the conflicts present in daily university life and collaborative research with teachers and public schools, the article also questions key aspects related to curriculum reform: educational knowledge, the University-School partnership, and working conditions for teachers and teacher educators’.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente artículo analiza algunas armadillas que se desencadenaron en los últimos dos años en Brasil (2002/2004) a partir de la exigencia de la reformulación de los cursos de licenciatura en las universidades públicas que tuvieron que responder a la implementación de las Directrices Curriculares Nacionales para la Formación de Profesores que, mostraron y marcaron la fragilidad del papel formador del conocimiento educacional y la desprofesionalización de los docentes. De esta forma, este texto tiene el objetivo de problematizar algunos aspectos neurálgicos implicados en la reformulación curricular, en especial: el conocimiento educacional, la relación universidad - escuela y las condiciones de trabajo de los profesores y sus formadores, mediante la interpretación de los conflictos y las adversidades que estuvieron presentes en el cotidiano universitario como así también, mediante el análisis derivado de la experiencia de la investigación colaborativa con profesores y escuelas públicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Currículos]]></kwd>
<kwd lng="pt"><![CDATA[Mudança]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Changes]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Formación de Professores]]></kwd>
<kwd lng="es"><![CDATA[Currículum Cambios]]></kwd>
<kwd lng="es"><![CDATA[Ensino Superior]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;tica de forma&ccedil;&atilde;o de  professores no Brasil: as ciladas da reestrutura&ccedil;&atilde;o das licenciaturas.</h2> <h3>Policies for teacher education in Brazil: the traps of teacher  training reforms.</h3> <h3>Pol&iacute;ticas de formaci&oacute;n de profesores en Brasil: armadillas de la reformulaci&oacute;n  de las licenciaturas.</h3>     <p>&nbsp;</p> <h4>Maria Helena G. Frem  Dias-da-Silva    <br> </h4> </font>      ]]></body><back>
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