<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100299</article-id>
<article-id pub-id-type="doi">10.5902/1984644472162</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação em Educação: desafios ético políticos metodológicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Education Training: Methodological Ethical-Political Challenges]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación en Educación: Desafíos metodológicos éticos y políticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Maria Elizabeth Barros de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Denise Carla Goldner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo coloca em questão processos de formação de educadores e educadoras. Indaga uma direção conceitual-metodológica que produz práticas educacionais universalizantes e naturalizadoras, que formam-conformam profissionais, dissociando práticas pedagógicas de práticas políticas que as engendram. Dissocia a ideia de formação em educação como competência pedagógica, capacitação, conscientização - que se associa a especialismos, a discursos normalizadores, a modelagem de formas de agir e produzir educação. Propõe outras direções de análise que consideram o saber-fazer e a complexidade de relações efetivadas na escola, que intensificam a dimensão processual de formação no âmbito educacional Persegue processos que tomem a indissociabilidade técnico-política como direção. Busca, assim, subsídios para romper com práticas educacionais homogeneizadoras, controladoras e totalizadoras, propondo processos formulados a partir de um ethos que afirme autonomia e construção coletiva, que se abra à história, aos devires, ao imprevisível, que constituam, aliançados com os movimentos na escola, práticas pedagógicas ético-políticas de expansão e multiplicidade do viver.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article puts into question the training processes of male and female educators. It asks for a conceptual-methodological direction that produces universalizing and naturalizing educational practices, which form-conform professionals, dissociating pedagogical practices from the political practices that engender them. It dissociates the idea of training in education as pedagogical competence, training, awareness - which isassociatedwithspecialisms, normalizingdiscourses, the modeling of ways of acting and producing education. It proposes other directions of analysis that consider the know-how and the complexity of relationships effected in the school, which intensify the procedural dimension of formation in the educational scope. It pursues processes that take the technical-political inseparability as direction. It seeks, therefore, subsidies to break with homogenizing, controlling and totalizing educational practices, proposing processes formulated from an ethos that affirms autonomy and collective construction, that is open tohistory, tobecomings, totheunpredictable, which constitute, in alliance with the movements at school, ethical-political pedagogical practices of expansion and multiplicity of living.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo cuestiona los procesos de formación de educadores. Señala una dirección conceptual-metodológica que produce prácticas educativas universalizadoras y naturalizadoras de la formación de profesionales, disociando las prácticas pedagógicas de las prácticas políticas que las producen. Desvincula la idea de educación como competencia pedagógica, formación, concientización -que se asocia a los especialismos, a los discursos normalizadores, a las formas modeladoras de actuar y producir educación. Propone otras direcciones de análisis que tengan en cuenta el saber hacer y la complejidad de las relaciones que se dan en la escuela, que intensifican la dimensión procesual de la formación en el ámbito educativo. Persigue procesos que toman como dirección la inseparabilidad técnico-política. Así, busca subsidios para romper con prácticas educativas homogeneizadoras, controladoras y totalizadoras, proponiendo procesos formulados a partir de un ethos que afirma la autonomía y la construcción colectiva, abierta a la historia, al devenir, a lo imprevisible, que, en alianza con los movimientos en la escuela, constituyen prácticas pedagógicas ético-políticas de expansión y multiplicidad de la vida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="es"><![CDATA[Formação de profesores]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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