<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000300757</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolas e professores no séc XXI: exigências, desafios, compromissos e respostas]]></article-title>
<article-title xml:lang="en"><![CDATA[Schools and teachers in the XXI century: demands, challenges, commitments and answers]]></article-title>
<article-title xml:lang="es"><![CDATA[Escuelas y profesores de siglo. XXI: las demandas, desafíos, compromisos y respuestas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cosme]]></surname>
<given-names><![CDATA[Ariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<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>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>757</fpage>
<lpage>776</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300757&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300757&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300757&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A reflexão que se propõe neste texto constrói-se a partir da identificação de diversos tipos de discursos que se têm vindo a produzir sobre a ação docente e as possibilidades dos professores encontrarem um sentido para a profissão que abraçaram. Após se caraterizar os diferentes tipos de discursos identificados, reflete-se sobre os pressupostos e as implicações dos mesmos, denunciando-se equívocos e afirmando-se as potencialidades das narrativas que enfatizam a reflexividade docente como condição e suporte de um projeto de afirmação profissional congruente com os desafios e as exigências curriculares e pedagógicas das escolas do século XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The reflection that this text proposes, is built from the identification of various types of discourses that have been producing about teachers action and the possibilities for these one to find a meaning to the profession that they embraced. After the characterization of the different types of those discourses, is presented a reflection about the assumptions and implications of such discourses, denouncing the misconceptions and affirming the potential of the narratives that emphasize teacher reflexivity as a condition and support of a professional project that is congruent with the challenges and the curricular and pedagogical demands of schools in the twenty-first century.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La reflexión que propone este texto, se construye a partir de la identificación de los diferentes tipos de discursos que se han estado produciendo acerca de la acción docente y las posibilidades para los profesores encontrar un sentido para la profesión que han abrazado. Después de caracterizar aquellos discursos, se refleja en los supuestos y las implicaciones de los mismos, denunciando las ideas erróneas y afirmando el potencial de las narrativas que entendien la reflexividad docente como una condición y apoyo de un proyecto profesional congruente con los retos y las necesidades curriculares y pedagógicas de las escuelas en el siglo XXI.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Ação docente]]></kwd>
<kwd lng="pt"><![CDATA[Reflexividade docente]]></kwd>
<kwd lng="en"><![CDATA[Teachers professional identity]]></kwd>
<kwd lng="en"><![CDATA[Teacher action]]></kwd>
<kwd lng="en"><![CDATA[Teacher reflexivity]]></kwd>
<kwd lng="es"><![CDATA[Identidad profesional de los profesores]]></kwd>
<kwd lng="es"><![CDATA[Actividad docente]]></kwd>
<kwd lng="es"><![CDATA[Reflexividad docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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