<?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>S2318-19822023000100237</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i62.1753</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexos do relatório da Microsoft, Ensino 2030 na Resolução CNE/CP n. 2/2019]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections of the Microsoft report, Teaching 2030 in Resolution CNE/CP n. 2/2019]]></article-title>
<article-title xml:lang="es"><![CDATA[Reflexiones del informe Microsoft, Enseñanza 2030 en la Resolución CNE/CP n. 2/2019]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hubler]]></surname>
<given-names><![CDATA[Lizete Camara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinelli]]></surname>
<given-names><![CDATA[Maximino Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bilibio]]></surname>
<given-names><![CDATA[Rogério Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>62</numero>
<fpage>237</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000100237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo De cunho qualitativo e com base no materialismo histórico-dialético, este ensaio tem por objetivo a análise do relatório da Microsoft, intitulado &#8220;O Ensino em 2030 e o aprendizado pronto para a vida: o imperativo tecnológico&#8221;. Buscou compreender sua influência na Resolução CNE/CP n. 2, de 20 de dezembro de 2019. O desejo da investigação nasce mediante a constatação de que a resolução contém o discurso e as prerrogativas do documento da Microsoft. Perante esta implicação, nosso problema investigativo é compreender: em que medida este documento influencia na formulação das diretrizes para a formação docente? Utilizaremos como base de análise o relatório da Microsoft e a resolução supracitada. Cientes de que as políticas educacionais sofrem a influência de Organismos Multilaterais e Aparelhos Privados de Hegemonia, objetivados a adequar a educação aos interesses do capital, percebemos alguns mecanismos para esse controle, como, por exemplo, a reestruturação do modelo de ensino e da formação docente. O relatório, ao afirmar a necessidade de uma nova metodologia para formar as crianças para o mercado de trabalho, frisa o papel que os professores precisam desenvolver nesse processo, ou seja, meros executores de um modelo tecnicista. Assim, entendemos que esta investigação poderá contribuir para compreendermos os pressupostos presentes na construção das diretrizes da formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Qualitative in nature and based on historical-dialectical materialism, this essay aims to analyze the Microsoft report, entitled &#8220;The class of 2030 and life-ready learning: the technology imperative&#8221;, seeking to understand its influence in CNE/CP Resolution n. 2 of December 20, 2019. The desire for research is born by finding that the resolution contains the discourse and prerogatives of the Microsoft document. Given this implication, our investigative problem is to understand: to what extent this document influences the formulation of guidelines for teacher education? We will use the Microsoft report and the above resolution as the basis for analysis. Aware that educational policies are influenced by Multilateral Organizations and Private Devices of Hegemony, aimed at adapting education to the interests of capital, we perceive some mechanisms for this control, such as the restructuring of the teaching model and teacher education. The report, affirming the need for a new methodology to train children for the labor market, stresses the role that teachers need to develop in this process, as mere executors of a technical model. Thus, we understand that this investigation may contribute to understand the assumptions present in the guidelines construction of teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen De naturaleza cualitativa y basado en el materialismo histórico-dialéctico, este ensayo tiene como objetivo analizar el informe de Microsoft, titulado &#8220;La generación del 2030 y el aprendizaje que los prepara para la vida: la tecnología imperativa&#8221;, buscando comprender su influencia en la Resolución CNE/CP N.º 2, del 20 de diciembre de 2019. El deseo de investigación nace al encontrar que la resolución contiene el discurso y las prerrogativas del documento de Microsoft. En vista de esta implicación, nuestro problema de investigación es comprender: hasta qué punto este documento influye en la formulación de directrices para la formación docente? Utilizaremos el informe de Microsoft y la resolución anterior como base para el análisis. Conscientes de que las políticas educativas están influenciadas por Organismos Multilaterales y Dispositivos Privados de Hegemonía, orientados a adaptar la educación a los intereses del capital, percibimos algunos mecanismos para este control, como la reestructuración del modelo de enseñanza y la formación docente. El informe, que afirma la necesidad de una nueva metodología para capacitar a los niños para el mercado laboral, destaca el papel que los maestros deben desarrollar en este proceso, como meros ejecutores de un modelo técnico. Así, entendemos que esta investigación puede contribuir a comprender los supuestos presentes en la construcción de los lineamientos de la formación docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino 2030]]></kwd>
<kwd lng="pt"><![CDATA[mecanismos de controle]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Teaching 2030]]></kwd>
<kwd lng="en"><![CDATA[control mechanisms]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza 2030]]></kwd>
<kwd lng="es"><![CDATA[mecanismos de control]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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