<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100514</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.dossie.14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diálogos entre neoliberalismo, política e Educação: docência em pauta na América Latina]]></article-title>
<article-title xml:lang="en"><![CDATA[Connections between neoliberalism, politics and education: teaching at issue in Latin America]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Klaus]]></surname>
<given-names><![CDATA[Viviane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leandro]]></surname>
<given-names><![CDATA[João Abel Pasini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Mestrado Profissional em Gestão Educacional Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100514&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, compreende-se o neoliberalismo como um fenômeno complexo, em constante transformação, dotado de racionalidade. Defendese a Educação como um dos elementos centrais para aplicação e atuação de tecnologias políticas constituintes da racionalidade neoliberal. O artigo resulta da articulação dos achados de duas pesquisas, no sentido de compor uma trama analítica de discursos sobre docência, divulgadas veiculados na contemporaneidade. Trata-se de uma análise macro &#8211; campanhas e projetos com foco na docência divulgadas pela Rede Latino-Americana pela Educação (Reduca) &#8211; e de seus desdobramentos discursivos em termos micro &#8211; especialmente nas campanhas eleitorais brasileiras. As análises realizadas compreendem a articulação entre as campanhas e os projetos da Reduca e as propostas político-eleitorais brasileiras como um conjunto de práticas materializantes e constituintes da agenda educacional-neoliberal latinoamericana. Inscreve &#8220;a formação continuada e a valorização de professores&#8221; como categoria analítica emergente dos documentos analisados. Tal categoria exerce papel central na consolidação da racionalidade do projeto neoliberal, resultando em inúmeras formas de pautar a Educação a partir da (des)profissionalização e da (des)legitimação do papel docente. Conclui-se que a ressignificação de &#8220;boas&#8221; práticas pedagógicas na contemporaneidade se constituiu a partir de processos de responsabilização dos docentes, principalmente pautados pela premissa neoliberal da performance individual, presente tanto nos discursos políticos eleitorais brasileiros quanto nos empresariais. Além disso, existe uma forte atuação dos empresários na área da Educação, em diferentes países da América Latina, de modo que compreender como a Educação vem sendo reinscrita a partir dessa e de outras redes de políticas educacionais é fundamental para se desnaturalizar os discursos transmitidos por tais redes, que materializam a agenda educacional contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, Neoliberalism is understood as a complex phenomenon, constantly transforming itself, displaying a rationale. Education is defended as one of the central elements for the application and enacting of political technologies that constitute the neoliberal rationale. The article is a result of the findings of two researches, which aim at constructing an analytical net of discourses about education in contemporaneity. It consists of a macro-analysis &#8211; campaigns and projects focused on teaching provided by the Latin American Net for the Education (Reduca) &#8211; and its discursive developments in a microcontext &#8211; especially in the Brazilian election campaigns. The analyses consider the articulation between the Reduca&#8217;s campaigns and projects and the politicalelectoral Brazilian proposals as a set of materializing and constituting practices of the neoliberal Latin American educational agenda. They establish &#8220;the continued education and the appreciation of teachers&#8221; as an emerging analytical category in the analyzed documents. Such a category exerts a vital role in the consolidation of the rationale in the neoliberal project, resulting in several forms to approach Education through the (de)professionalization and the (de)legitimation of teachers&#8217; role. It is concluded that the resignification of &#8220;good&#8221; pedagogical practices in the contemporaneity is constituted through processes of teachers&#8217; accountability, mainly based on the neoliberal premise of the individual performance present in the Brazilian electoral political discourses, as well as in the business context. In addition, there is a significant participation of business people in education in different countries in Latin America, so that understanding how Education has been reconceptualized through these and other political and educational nets is fundamental for us to denaturalize the discourses promoted by such nets, which materialize the contemporary educational agenda.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Política]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Politics]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
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