<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000100184</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p184-203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROFESSOR (NÃO) É EDUCADOR? EMBATES PELA IDENTIDADE DOCENTE NO CINQUENTENÁRIO DE &#8220;PEDAGOGIA DO OPRIMIDO&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[IS (NOT) THE TEACHER AN EDUCATOR? CONFLICTS FOR THE TEACHER IDENTITY IN THE FOURTH CENTURY OF &#8220;PEDAGOGY OF THE OPPRESSED&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUTZ]]></surname>
<given-names><![CDATA[Andresa Silva da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KATZ]]></surname>
<given-names><![CDATA[Elvis Patrik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,E.M.E.F. Vereador Armando Taffarel  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>184</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100184&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO É quase impossível ignorar a influência do pensamento de Paulo Freire na educação brasileira. Um dos maiores expoentes da crítica ao modelo educacional praticado ainda hoje, Freire tornou-se &#8220;leitura obrigatória&#8221; nos cursos de licenciatura, em especial a partir de fins dos anos de 1990 e início dos anos 2000, e inspirou muitos professores em suas práticas junto aos alunos da Educação Básica e Ensino Superior. Nos últimos anos, no entanto, parece estar se firmando no Brasil uma resistência bastante forte às proposições freireanas, fenômeno acompanhado por um ressurgimento e fortalecimento do pensamento conservador de modo mais amplo. No presente artigo, objetivamos descrever os embates entre esses dois discursos, nos perguntando acerca de seus efeitos sobre as identidades docentes. Lançamos mão de ferramentas teórico-metodológicas de inspiração foucaultiana para execução da análise. O material empírico selecionado está composto pelas obras Pedagogia do Oprimido, de Paulo Freire (1987) e Professor não é educador, de Armindo Moreira (2012). Os resultados evidenciaram que persiste e se intensifica, na atualidade, uma divergência significativa na concepção de educação e do papel do professor entre o ideário liberal/neoliberal e a teorização crítica. Nesse sentido, nos colocamos a refletir acerca da função política da educação a fim de problematizarmos a identidade ideal de professor defendida por movimentos como o Escola Sem Partido. Por mais estranho que isso nos pareça, os resultados da pesquisa apontam para o fato de que, para alguns daqueles que combatem Freire, parece possível (e até desejável) ser professor sem educar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is almost impossible to ignore the influence of the ideas of Paulo Freire in Brazilian education. One of the most important exponents of the critics of the educational model still practiced nowadays, Freire became &#8220;required reading&#8221; in graduation courses related to teaching, mainly from the late 1990s and early 2000s, inspiring many teachers in their practices with the students of Basic Education and Higher Education. However, in the last years, a strong resistance has been occurring against Freire&#8217;s ideals - phenomenon followed by the resurgence and strengthen of a widely conservative thought. In this paper, we aimed to describe the conflicts between these two discourses, asking us about their effects over the teacher identities. For the analysis, we used theoretical-methodological tools of Foucauldian inspiration. The empirical material selected is composed by the books Pedagogy of the oppressed (1987),by Paulo Freire, and &#8220;Professor não é educador&#8221;, by Armindo Moreira (2012). The results are evidences of a significant divergence in the conception of education and the role of the teacher between the liberal/neoliberal ideology, besides the critical theorization, which are persistent and more intense. This way, we decided to think about the political role of education in order to problematize the ideal teacher identity defended by movements such as Escola Sem Partido. Even though it is strange for us, the results of this research point to the fact that for some of those who oppose Freire, it seems possible (and even desirable) to be a teacher without education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia do Oprimido]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="pt"><![CDATA[Escola Sem Partido]]></kwd>
<kwd lng="pt"><![CDATA[Educador]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of the oppressed]]></kwd>
<kwd lng="en"><![CDATA[Teacher Identity]]></kwd>
<kwd lng="en"><![CDATA[Escola Sem Partido]]></kwd>
<kwd lng="en"><![CDATA[Educator]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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