<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100147</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.18302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDITAL MEC/SEB N. 3/2025: OFENSIVA À AUTONOMIA UNIVERSITÁRIA E PRAGMATISMO NAS LICENCIATURAS]]></article-title>
<article-title xml:lang="en"><![CDATA[MEC/SEB NOTICE 3/2025: ATTACK ON UNIVERSITY AUTONOMY AND PRAGMATISM IN TEACHING DEGREES]]></article-title>
<article-title xml:lang="es"><![CDATA[EDICTO MEC/SEB Nº 3/2025: OFENSIVA A LA AUTONOMÍA UNIVERSITARIA Y PRAGMATISMO EN LICENCIATURAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Sílvia Cristina Conde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Luciana de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Angela Maria Gonçalves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Humaitá Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Resulta de um estudo teórico sobre o Edital MEC/SEB n. 3/2025, cujo objeto é a seleção de propostas oriundas das Instituições de Ensino Superior (IES) para a oferta de vagas em cursos de licenciatura, no âmbito do Programa Institucional de Fomento e Indução da Inovação da Formação Inicial e Continuada de Professores com Ênfase na Educação Integral (Prilei). Visa denunciar a ofensiva da Secretaria de Educação Básica (SEB) do Ministério da Educação (MEC) contra o princípio constitucional da autonomia didático-científica das universidades, com o intuito de promover a subsunção das licenciaturas às lógicas pedagógicas fragmentadas e reducionistas. A análise foi conduzida com base nas categorias do materialismo histórico-dialético - totalidade, mediação, contradição e práxis - permitindo evidenciar como a proposta de formação docente contida no edital induz à precarização das licenciaturas nas universidades públicas brasileiras. Longe de representar um avanço para a formação inicial e continuada de professores com ênfase na educação integral, a iniciativa subordinará os projetos pedagógicos dos cursos das Instituições Federais de Ensino Superior (Ifes) aos marcos tecnocráticos da Base Nacional Comum Curricular (BNCC) e das Diretrizes Curriculares Nacionais (DCNs) e, ainda, condicionará a concessão de recursos orçamentários ao alinhamento dos cursos com essas diretrizes. Os resultados revelam a farsa de uma política que, sob o discurso de inovação e equidade, ataca a autonomia universitária, aprofunda a lógica do capital na educação pública, agrava desigualdades históricas - especialmente na região amazônica - e esvazia o caráter crítico e formativo da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work results from a theoretical study on MEC/SEB Notice No. 3/2025, which aims to select proposals from Higher Education Institutions (HEIs) for offering teaching degree vacancies within the Institutional Program for the Promotion and Induction of Innovation in Initial and Continuing Teacher Education with an Emphasis on Integral Education (Prilei). It seeks to denounce the offensive led by the Department of Basic Education (SEB) of the Ministry of Education (MEC) against the constitutional principle of the universities&#8217; didactic-scientific autonomy, intending to subject teaching degrees to fragmented and reductionist pedagogical logics. The analysis was conducted based on the categories of historical-dialectical materialism - totality, mediation, contradiction, and praxis - revealing how the teacher training proposal in the notice promotes the precarization of teaching degrees in Brazilian public universities. Far from representing progress in initial and continuing teacher education with an emphasis on integral education, the initiative will subordinate the pedagogical projects of courses in Federal Higher Education Institutions (Ifes) to the technocratic frameworks of the National Common Curricular Base (BNCC) and the National Curriculum Guidelines (DCNs), while conditioning the allocation of budgetary resources on the alignment of courses with these frameworks. The results expose the farce of a policy that, under the discourse of innovation and equity, attacks university autonomy, deepens capitalist logic in public education, exacerbates historical inequalities - especially in the Amazon region - and empties the critical and formative nature of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo resulta de un estudio teórico sobre el Edicto MEC/SEB Nº 3/2025, cuyo objetivo es seleccionar propuestas de Instituciones de Educación Superior (IES) para ofrecer vacantes en licenciaturas, en el marco del Programa Institucional de Fomento e Inducción a la Innovación en la Formación Inicial y Continua de Profesores con Énfasis en la Educación Integral (Prilei). El texto denuncia la ofensiva de la Secretaría de Educación Básica (SEB) del Ministerio de Educación (MEC) contra el principio constitucional de autonomía didáctico-científica de las universidades, al promover la subordinación de las licenciaturas a lógicas pedagógicas fragmentadas y reduccionistas. El análisis se basa en categorías del materialismo histórico-dialéctico -totalidad, mediación, contradicción y praxis- y revela cómo la propuesta de formación docente contenida en el edicto contribuye a la precarización de las licenciaturas en las universidades públicas brasileñas. Lejos de significar un avance en la formación de docentes con énfasis en la educación integral, la iniciativa somete los proyectos pedagógicos de las Instituciones Federales de Educación Superior (Ifes) a marcos tecnocráticos como la Base Nacional Común Curricular (BNCC) y las Directrices Curriculares Nacionales (DCN), condicionando la asignación de recursos a su alineación. Los resultados exponen la farsa de una política que, bajo el discurso de innovación y equidad, ataca la autonomía universitaria, refuerza la lógica del capital en la educación pública, agrava desigualdades históricas -especialmente en la Amazonía- y vacía el carácter crítico y formativo de la docencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autonomia universitária]]></kwd>
<kwd lng="pt"><![CDATA[edital MEC/SEB n. 3/2025]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="en"><![CDATA[university autonomy]]></kwd>
<kwd lng="en"><![CDATA[MEC/SEB public notice no. 3/2025]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[autonomía universitaria]]></kwd>
<kwd lng="es"><![CDATA[convocatoria MEC/SEB no. 3/2025]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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