<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692022000100143</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v16i0.87808</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas educativo-curriculares na formação inicial de professores: o caso do ensino da História em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational-curricular policies in initial teacher education: the case of History teaching in Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas educativo-curriculares en la formación inicial del profesorado: el caso de la enseñanza de la Historia en Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Luís Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Educação do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colégio Externato Imaculada Conceição  ]]></institution>
<addr-line><![CDATA[Maia ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692022000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir de uma análise comparativa entre o Decreto-Lei n.º 43/2007 e o Decreto-Lei n.º 79/2014, pretendemos explicitar as mais recentes políticas educativo-curriculares portuguesas no que concerne à formação inicial de professores de História/Estudo do Meio. Num presente de constantes incertezas, de profissionais em falta nas escolas, de desarticulações entre as exigências dos contextos e a formação inicial proporcionada, afigurou-se como pertinente pensar sobre as circunstâncias prévias ao exercício da profissão docente. A leitura dos documentos normativos que, após o Processo de Bolonha (1999), enquadraram juridicamente os cursos de formação inicial de professores permitiu-nos um estudo qualitativo focado nas opções curriculares subjacentes às matrizes dos mesmos, nas concepções de docência perfilhadas, no discurso ali considerado e seus (eventuais) sentidos. Como resultados preliminares, percebemos uma tendência de valorização das dimensões mais técnicas da profissão em detrimento dos domínios mais abrangentes da reflexão pedagógica. Além disso, notamos a necessidade de contrariar uma formação inicial &#8216;menos rigorosa&#8217;, porquanto tal pode significar certa desvalorização da função docente]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From a comparative analysis between Decree-Law Nº. 43/2007 and Decree-Law Nº. 79/2014, we intend to explain the most recent Portuguese educational-curricular policies regarding the initial education of History/Social Sciences teachers. In a present of constant uncertainties, of missing professionals in schools, of disconnects between the demands of the contexts and the initial education provided, it seemed pertinent to think about the circumstances prior to the exercise of the teaching profession. The reading of the normative documents that, after the Bologna Process (1999), legally framed the initial teacher education courses allowed us to conduct a qualitative research focused on the curricular options underlying their matrices, on the conceptions of teaching that were adopted, on the discourse considered therein, and their (possible) meanings. As preliminary results, we noticed a tendency to value the more technical dimensions of the profession to the detriment of the more comprehensive domains of pedagogical reflection. Moreover, we note the need to counteract a &#8216;less rigorous&#8217; initial education, as this may mean a certain devaluation of the teaching function.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir de un análisis comparativo entre el Decreto-Ley nº 43/2007 y el Decreto-Ley nº 79/2014, pretendemos explicar las más recientes políticas educativo-curriculares portuguesas en relación con la formación inicial del profesorado de Historia/Ciencias Sociales. En un presente de constantes incertidumbres, de profesionales en escasez en las escuelas, de desarticulaciones entre las demandas de los contextos y la formación inicial impartida, parecía pertinente pensar en las circunstancias previas al ejercicio de la profesión docente. La lectura de los documentos normativos que, tras el Proceso de Bolonia (1999), enmarcaron legalmente los cursos de formación inicial del profesorado, nos permitió un estudio cualitativo centrado en las opciones curriculares que subyacen en sus matrices, en las concepciones de la enseñanza que se adoptaron, en el discurso allí considerado y en sus (posibles) significados. Como resultados preliminares, percibimos una tendencia a valorar las dimensiones más técnicas de la profesión en detrimento de los ámbitos más amplios de la reflexión pedagógica. Además, señalamos la necesidad de contrarrestar una formación inicial &#8216;menos rigurosa&#8217;, ya que puede suponer una cierta devaluación de la función docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[História/Estudo do Meio]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[History/Social Sciences]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[Historia/Ciencias Sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Globalisation and Education Reforms: Paradigms and Ideologies]]></source>
<year>2018</year>
<page-range>1-14</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
