<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492020000200089</article-id>
<article-id pub-id-type="doi">10.17058/rea.v28i2.14299</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A concepção do trabalho docente em documentos prescritivos]]></article-title>
<article-title xml:lang="en"><![CDATA[The concept of teaching work in prescriptive documents]]></article-title>
<article-title xml:lang="es"><![CDATA[La concepción del trabajo docente en documentos prescriptivos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia-Reis]]></surname>
<given-names><![CDATA[Andreia Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>89</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492020000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492020000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492020000200089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa o estatuto do trabalho docente em dois documentos prescritivos de 2015: o Parecer das Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada dos Profissionais do Magistério da Educação Básica (Parecer 02/2015 - BRASIL, 2015a) e a Resolução 02 de 1º de julho de 2015 (BRASIL, 2015b). A perspectiva de análise adotada é a do Interacionismo Sociodiscursivo (BRONCKART, 2006; 2008), em sua vertente de investigação da rede discursiva em torno do trabalho docente (MACHADO, 2007). Os resultados permitem-nos considerar os documentos como de resistência e de afirmação da docência como trabalho, a ser desenvolvido a partir de uma formação profissional. Além disso, a concepção de trabalho docente neles presentificada é a de ator, diferente de documentos anteriormente publicados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article reviews the statute of teaching work in two 2015 prescriptive documents: the National Curriculum Guidelines for the Early and Continued Education of Basic Education Teachers (Res. 02/2015 - BRAZIL, 2015a) and Resolution 02 as of July 1, 2015 (BRAZIL, 2015b). The review perspective is that of Socio-Discursive Interactionism (BRONCKART, 2006; 2008), in its discursive network research stream around the teaching work (MACHADO, 2007). The results allow us to consider these documents as of resistance and affirmation of teaching as work, to be developed from a vocational training. Moreover, the concept of teaching work presented in them is that of an actor, unlike previously published documents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza el estatuto del trabajo docente en dos documentos prescriptivos de 2015: las Directrices Curriculares Nacionales para la Educación Inicial y Continua de Profesores de la Educación Básica (Resolución 02/2015 - BRASIL, 2015a) y la Resolución 02 del 1 de julio de 2015 (BRASIL, 2015b). La perspectiva de análisis adoptada es la del interaccionismo socio- discursivo (BRONCKART, 2006; 2008), en su aspecto de investigación de la red discursiva en torno al trabajo docente (MACHADO, 2007). Los resultados nos permiten considerar los documentos como de resistencia y afirmación de la enseñanza como trabajo, a desarrollarse desde una formación profesional. Además, la concepción del trabajo docente presentado en ellos es la de actor, a diferencia de los documentos publicados anteriormente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Documentos prescritivos]]></kwd>
<kwd lng="pt"><![CDATA[Interacionismo Sociodiscursivo]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="en"><![CDATA[Prescriptive Documents]]></kwd>
<kwd lng="en"><![CDATA[Socio-Discursive Interactionism]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Documentos prescriptivos]]></kwd>
<kwd lng="es"><![CDATA[Interaccionismo socio-discursivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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