<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012015000200165</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v37i2.23068</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher training policies for professional education: conflicts and permanence marked by the neoliberal ideology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Políticas de formação docente para a educação profissional: embates e permanências marcados pelo ideário neoliberal]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de formación docente para la educación profesional: oposiciones y permanências marcados por el ideario neoliberal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sheila Daniela Medeiros dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>165</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012015000200165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012015000200165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012015000200165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[In recent years, Professional Education has been a widespread theme in Brazil. In a political and educational scenario marked by flexible accumulation and by the neoliberal ideology, actions and programs aimed at teacher training for professional education are discussed within the context of the National Education Bases and Guidelines Law. This paper analyzes the impact of the Special Program for Teacher Training on the teaching praxis of the middle-level professional education offered by the State Center of Technological Education Paula Souza during 2010. The analysis of the research data based on the dialectical and historical materialism of Marx and Engels shows that the multiple facets of policies for initial and continuing education of teachers are conducted through liberalization, pluralization and indiscriminate expansion of training institutions and ineffective courses. The Special Program for Teacher Training reveals itself as part of the framework of isolated educational policies that do not face the problem but insist on postponing it. Amid intense changes, they foreground discontinuity, the urgent character and the predominance of the quantitative aspect over the qualitative one.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A Educa&#231;&#227;o Profissional tem constitu&#237;do uma tem&#225;tica bastante difundida em nosso pa&#237;s, principalmente nos &#250;ltimos anos. Em um cen&#225;rio pol&#237;tico e educacional marcado pela acumula&#231;&#227;o flex&#237;vel e pela ideologia neoliberal, a&#231;&#245;es e programas voltados para a forma&#231;&#227;o docente da educa&#231;&#227;o profissional s&#227;o debatidos atrav&#233;s da Lei de Diretrizes e Bases da Educa&#231;&#227;o Nacional. Nesse contexto, o artigo se prop&#245;e a analisar o impacto do Programa Especial de Forma&#231;&#227;o Pedag&#243;gica na pr&#225;xis docente da educa&#231;&#227;o profissional em n&#237;vel m&#233;dio oferecido pelo Centro Estadual de Educa&#231;&#227;o Tecnol&#243;gica Paula Souza, durante o ano de 2010. As an&#225;lises dos dados da pesquisa, ancoradas no materialismo hist&#243;rico e dial&#233;tico de Marx e Engels, evidenciam que as m&#250;ltiplas facetas das pol&#237;ticas de forma&#231;&#227;o inicial e continuada de professores t&#234;m se materializado por meio da liberaliza&#231;&#227;o, pluraliza&#231;&#227;o e amplia&#231;&#227;o indiscriminada de institui&#231;&#245;es formadoras e de cursos in&#243;cuos. Nessa matriz de refer&#234;ncia, o Programa Especial de Forma&#231;&#227;o Pedag&#243;gica mostra ser parte do arcabou&#231;o das pol&#237;ticas educacionais isoladas que n&#227;o atacam o problema em sua g&#234;nese, mas insistem em posterg&#225;-lo, revelando atrav&#233;s de intensas vicissitudes o vi&#233;s da descontinuidade, o car&#225;ter emergencial e o predom&#237;nio do aspecto quantitativo sobre o qualitativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La Educaci&#243;n Profesional ha constituido una tem&#225;tica bastante difundida en nuestro pa&#237;s, principalmente en los &#250;ltimos a&#241;os. En un escenario pol&#237;tico y educacional marcado por la acumulaci&#243;n flexible y por la ideolog&#237;a neoliberal, acciones y programas dirigidos para la formaci&#243;n docente de la educaci&#243;n profesional son discutidos a trav&#233;s de la Ley de Directrices y Bases de la Educaci&#243;n Nacional. En este contexto, el art&#237;culo se propone a analizar el impacto del Programa Especial de Formaci&#243;n Pedag&#243;gica en la praxis docente de la educaci&#243;n profesional de nivel medio ofrecido por el Centro Estadual de Educaci&#243;n Tecnol&#243;gica Paula Souza, durante el a&#241;o de 2010. Los an&#225;lisis de los datos de la investigaci&#243;n, basados en el materialismo hist&#243;rico y dial&#233;ctico de Marx y Engels, evidencian que los m&#250;ltiples lados de las pol&#237;ticas de formaci&#243;n inicial y continuada de profesores se han materializado por medio de la liberalizaci&#243;n, pluralizaci&#243;n y ampliaci&#243;n indiscriminada de instituciones formadoras y de cursos inocuos. En esta matriz de referencia, el Programa Especial de Formaci&#243;n Pedag&#243;gica muestra ser parte del andamiaje de las pol&#237;ticas educacionales aisladas que no atacan al problema en su g&#233;nesis, pero insisten em posponerlo, revelando a trav&#233;s de intensas vicisitudes el sesgo de la discontinuidad, el car&#225;cter de emergencia y el predominio del aspecto cuantitativo sobre el cualitativo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Special Program for Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[CEETEPS]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Programa Especial de Formação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[CEETEPS]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Programa Especial de Formación Pedagógica, CEETEPS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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