<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822019000100157</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v24i50.1156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência &amp; qualidade de educação: significantes em disputa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching &amp; quality of education: signifiers in dispute]]></article-title>
<article-title xml:lang="es"><![CDATA[Docencia y calidad de educación: significantes en disputas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Talita Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>50</numero>
<fpage>157</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822019000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822019000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822019000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No texto são analisadas disputas em torno do significante docência associado à defesa de uma qualidade da educação apoiada na centralidade do conhecimento científico como eixo da formação docente. Disputas que tiveram lugar no processo de reformulação curricular da Licenciatura em Pedagogia de uma instituição de ensino superior localizada na Região Sudeste, ao longo de 2016. A análise busca romper com a lógica de que os sujeitos precedem aos projetos que defendem para pensar as políticas de uma perspectiva pós-estrutural, analisando como elas assumem novas configurações no contexto estudado e dando ênfase as formas pelas quais sentidos atribuídos à política são disputados, negociados e ressignificados, problematizando fundamentos teóricos que sustentam essas disputas. O estudo se insere em um conjunto de reflexões produzidas no campo do currículo, motivadas pela compreensão de que é necessário reativar sentidos de mundo, de educação, de currículo e de formação que sofrem ao longo do tempo tentativas de bloqueio em nome de fundamentos que configuram e organizam aquilo que entendemos por modernidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The current study analyzes the disputes about the signifier &#8216;teaching&#8217; in defense of a quality of education that finds support in the central role played by scientific knowledge as the axis of teacher&#8217;s education. Such disputes took place in the reformulation process applied to the Pedagogy Degree curriculum of a higher education institution located in the Southeast region, throughout 2016. The analysis breaks with the logic that the subjects precede the projects they defend in order to think about policies from the post-structural perspective, analyze how they take on new configurations in the studied context, emphasize the ways the meanings attributed to policies are disputed, negotiated and resignified, as well as problematize the theoretical foundations that support these disputes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el texto se analizaron disputas con relación a la significante docencia que se asocia a la defensa de una calidad de la educación, cuyo apoyo está en la centralidad del conocimiento científico como eje de la formación docente. Conflictos que tuvieron lugar en el proceso de reformulación curricular de la Licenciatura en Pedagogía de uma institución de educación superior situado en la región sureste, a lo largo de 2016. El análisis procura romper con la lógica de que los sujetos preceden a los proyectos que defienden para pensar las políticas de una perspectiva pos estructural, al analizar como ellas asumen nuevas configuraciones en el contexto estudiado y al dar énfasis a las formas por las cuales se atribuyen sentidos a la política que son disputados, negociados y revalidados. Así se problematizan fundamentos teóricos que sostienen esas disputas. El estudio se inserta en un conjunto de reflexiones producidas em el campo del currículo motivados por el entendimento de que es necessário reactivar los sentidos del mundo, el currículo y la formación que sufren con el tiempo los intentos de bloquear em nombre de los fundamentos que estabelecen y organizan lo que entendemos por la modernidade.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[docência]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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