<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142018000200089</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v19n2.p89-104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS EDUCACIONAIS E A FORMAÇÃO INICIAL DE PROFESSORES: A DIDÁTICA NA RESOLUÇÃO 002/2015]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATIONAL POLICIES AND INITIAL TEACHER TRAINING: THE DIDACTICS IN RESOLUTION 002/2015]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS EDUCACIONALES Y LA FORMACIÓN INICIAL DE PROFESORES: LA DIDÁCTICA EN LA RESOLUCIÓN 002/2015]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gehrke]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallat]]></surname>
<given-names><![CDATA[Juliana Domit]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste Curso de Pedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>89</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000200089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apresenta dados sobre a Forma&#231;&#227;o Inicial de Professores, na trajet&#243;ria hist&#243;rica das pol&#237;ticas educacionais, com enfoque na d&#233;cada de 1990 at&#233; a atualidade. Situa a mesma como uma quest&#227;o atual nos diferentes tempos hist&#243;ricos e, nesse contexto, marca os avan&#231;os e retrocessos na conquista do direito; amplia&#231;&#227;o do tempo em contraponto a insist&#234;ncia de um aligeiramento na forma&#231;&#227;o; disputas entre o p&#250;blico e o privado no atendimento; um curr&#237;culo sempre em disputa. Analisa as pol&#237;ticas educacionais a partir da d&#233;cada de 1990, com enfoque na forma&#231;&#227;o inicial de professores, destacando a import&#226;ncia da Did&#225;tica no marco te&#243;rico-legal para a reestrutura&#231;&#227;o dos cursos de licenciatura nas IEs, provocado pela resolu&#231;&#227;o 02/2015 (BRASIL, 2015) em voga no Brasil. Faz an&#225;lise documental desde a Lei de Diretrizes e Bases (BRASIL, 1996), as Diretrizes Nacionais para a Forma&#231;&#227;o Inicial de Professores (BRASIL, 2002; 2015), e estudos bibliogr&#225;ficos a partir da categoria &#8220;pol&#237;ticas educacionais&#8221; (GATTI, 2009; 2010); o campo da Did&#225;tica e a forma&#231;&#227;o de professores com (LIB&#194;NEO, 1985, MARINS; PIMENTA, 2015, MARTINS &amp; ROMANOWSKI 2015; VEIGA 2012). Destaca que a resolu&#231;&#227;o 02/2015, na atualidade da pol&#237;tica de forma&#231;&#227;o de professores, expressa a contradi&#231;&#227;o e deveria impulsionar um debate mais amplo sobre a crise na forma&#231;&#227;o de professores. Defende que o campo da did&#225;tica &#233; indispens&#225;vel &#224; forma&#231;&#227;o inicial de professores, sobretudo, a partir da necessidade de ensinar as origens, a hist&#243;ria e epistemologia das diferentes &#225;reas de forma&#231;&#227;o, superando a premissa de solucionar o div&#243;rcio entre as necessidades atuais da escola de educa&#231;&#227;o b&#225;sica e a forma&#231;&#227;o promovida nos &#226;mbitos do ensino superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: It presents research data on Initial Teacher Training, in the historical trajectory of educational policies with a focus in the 1990s up to the present time. It situates it as a current issue in the different historical times and in this context marks the advances and setbacks in the conquest of the right; extension of time in counterpoint to the insistence lightening in the formation; disputes between public and private care; a curriculum always in dispute. It analyzes educational policies from the 1990s on the initial training of teachers, highlighting the importance of Didactics in the theoretical-legal framework for the restructuring of undergraduate courses in IEs, provoked by resolution 02/2015 (BRAZIL, 2015) in vogue in Brazil. It provides documentary analysis from the Guidelines and Bases Law (BRASIL, 1996), the National Guidelines for the Initial Formation of Teachers (BRASIL, 2002, 2015), and bibliographical studies from the educational policies category (GATTI, 2009; the field of Didactics and the training of teachers with (LIBANEO, 1985; MARINS, PIMENTA, 2015; MARTINS &amp; ROMANOWSKI, 2015; VEIGA, 2012). Emphasizes that resolution 02/2015, in the current policy of teacher training, expresses the contradiction and should stimulate a broader debate on the crisis in teacher training. It argues that the field of didactics is indispensable to the initial formation of teachers, especially from the need to teach the origins, history and epistemology of the different areas of formation, overcoming the premise of solving the divorce between the current needs of the basic education school and the training promoted in the areas of higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Presenta datos de investigaci&#243;n sobre la Formaci&#243;n Inicial de Profesores, en la trayectoria hist&#243;rica de las pol&#237;ticas educacionales con el enfoque en la d&#233;cada de 1990 hasta la actualidad. La sit&#250;a como una cuesti&#243;n actual en los diferentes tiempos hist&#243;ricos y en ese contexto marca los avances y retrocesos en la conquista del derecho; ampliaci&#243;n del tiempo en contrapunto la insistencia de un aligeramiento en la formaci&#243;n; disputas entre el p&#250;blico y el privado en el atendimiento; un curr&#237;culum siempre en disputa. Analiza las pol&#237;ticas educacionales a partir de la d&#233;cada de 1990 con enfoque en la formaci&#243;n inicial de profesores, destacando la importancia de la Did&#225;ctica en el marco te&#243;rico legal para la reestructuraci&#243;n de los cursos de licenciatura en las IES, provocado por la resoluci&#243;n 02/2015 (BRASIL, 2015) vigente en Brasil. Hace an&#225;lisis documental desde la Ley de Directrices y Bases (BRASIL, 1996), las Directrices Nacionales para la Formaci&#243;n Inicial de Profesores (BRASIL, 2002; 2015), y estudios bibliogr&#225;ficos desde la categor&#237;a pol&#237;ticas educaciones (GATTI, 2009; 2010); el campo de la Did&#225;ctica y la formaci&#243;n de profesores con (LIB&#194;NEO, 1985, MARINS, PIMENTA, 2015, MARTINS &amp; ROMANOWSKI, 2015; VEIGA 2012). Destaca que la resoluci&#243;n 02/2015, en la actualidad de la pol&#237;tica de formaci&#243;n de profesores, expresan la contradicci&#243;n y deber&#237;an impulsar un debate m&#225;s amplio sobre la crisis en la formaci&#243;n de profesores. Defiende que el campo de la did&#225;ctica es indispensable a la formaci&#243;n inicial de profesores, sobre todo a partir de la necesidad de ense&#241;ar las origines, la historia y epistemolog&#237;a de las diferentes &#225;reas de formaci&#243;n, superando la premisa de solucionar el divorcio entre las necesidades actuales de la escuela de ense&#241;anza b&#225;sica y la formaci&#243;n promovida en los &#225;mbitos de ense&#241;anza superiora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial de professores]]></kwd>
<kwd lng="es"><![CDATA[Políticas educacionales]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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