<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052019000200082</article-id>
<article-id pub-id-type="doi">10.12957/teias.2019.35791</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PRÉ-ESCOLA OBRIGATÓRIA NO BRASIL E OS DESAFIOS NA FORMAÇÃO DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[THE MANDATORY PRE-SCHOOL IN BRAZIL AND CHALLENGES IN TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PRÉ-ESCUELA OBLIGATORIA EN BRASIL Y LOS DESAFÍOS EN LA FORMACIÓN DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paschoal]]></surname>
<given-names><![CDATA[Jaqueline Delgado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>20</volume>
<numero>57</numero>
<fpage>82</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052019000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052019000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052019000200082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo tem por objetivo discutir a formação de professores a partir da obrigatoriedade da pré -escola, prescrita pela Emenda Constitucional nº 59, de 2009. A falta de compreensão sobre as especificidades dessa etapa da Educação Básica, aliada à formação precária de seus profissionais, pode levar a um retrocesso histórico por meio de práticas de antecipação da escola, como ocorreu nos meados da década de setenta, devido à formalização da educação pré-escolar no Brasil. Diante disso, consideramos que inúmeros são os desafios e as perspectivas no que diz respeito à formação, pois todas as crianças têm direito à educação de qualidade desde o nascimento, para além da obrigatoriedade na pré-escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to discuss the training of teachers based on the compulsory pre-school, prescribed by Constitutional Amendment No. 59, 2009. The lack of understanding about the specifics of this stage of Basic Education, coupled with the precarious formation of its professionals, can lead to a historical regression through practices of anticipation of the school, as occurred in the mid -seventies, due to the formalization of pre-school education in Brazil. Questions about the organization of time and space and the use of activities similar to those of elementary education, especially early literacy, are dilemmas faced in the daily life of children's schools. Given this, we consider that there are many challenges and perspectives regarding training, since all children have the right to quality education from birth , in addition to compulsory preschool.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene por objetivo discutir la formación de profesores a partir de la obligatoriedad de la preescolar, prescrita por la Enmienda Constitucional nº 59, de 2009. La falta de comprensión sobre las especificidades de esa etapa de la Educación Básica, aliada a la formación precaria de sus profesionales, puede llevar a un retroceso histórico por medio de prácticas de anticipación de la escuela, como ocurrió a mediados de la década de 1970, debido a la formalización de la educación preescolar en Brasil. Las cuestiones sobre la organización del tiempo y del espacio y el uso de actividades similares a las de la enseñanza fundamental, sobre todo, la alfabetización precoz, son dilemas enfrentados en el cotidiano de las escuelas infantiles. Por eso, consideramos que muchos son los desafíos y las perspectivas en lo que se refiere a la formación, pues todos los niños tienen derecho a la educación de calidad desde el nacimiento, además de la obligatoriedad en la preescolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Obrigatoriedade]]></kwd>
<kwd lng="pt"><![CDATA[Processos Formativos]]></kwd>
<kwd lng="en"><![CDATA[Infant Education]]></kwd>
<kwd lng="en"><![CDATA[Obligatoriness]]></kwd>
<kwd lng="en"><![CDATA[Formative Processes]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Obligación]]></kwd>
<kwd lng="es"><![CDATA[Procesos Formativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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