<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982012000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes da docência na educação profissional e tecnológica: um estudo sobre o olhar dos professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gariglio]]></surname>
<given-names><![CDATA[José Ângelo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burnier]]></surname>
<given-names><![CDATA[Suzana]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,Centro de Formação Tecnológica  ]]></institution>
<addr-line><![CDATA[MG ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<volume>28</volume>
<numero>01</numero>
<fpage>211</fpage>
<lpage>235</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982012000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982012000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982012000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tendo como referência a histórica desregulamentação da docência na Educação Profissional e Tecnológica, além de uma restrita produção científica sobre a matéria, fazemos uma discussão inicial sobre os saberes mobilizados pelos docentes da EP, analisando, a partir das representações dos sujeitos docentes de diversas instituições, os saberes acionados e demandados nas suas atividades educativas e as concepções de formação profissional subjacentes a tais saberes. Autores como Gauthier, Tardif, Lessard, Oliveira e Peterossi ancoram nossas análises, que apontam para a necessidade de se avançar o debate tanto sobre o modelo quanto sobre o lócus da formação desses professores, dando atenção às suas especificidades. Aponta-se para a urgência de definição de políticas de Estado na área: regulamentação do exercício da docência na EP, estratégias de profissionalização, definição de carreiras, salários e avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Having as its reference the historical teaching de-regulation in technological and vocational education, along with a restricted (rare or scarce) scientific publication on the matter, we carry out an initial discussion concerning the knowledge base mobilized by the TVE teachers. We do this by means of an analysis of: 1) presentations by teachers from several TVE institutions; 2) the knowledge base activated and/or called into demand by these educational activities. Authors like Gauthier, Tardif, Lessard, Oliveira and Peterossi, strengthen (by way of a theoretical base) our analysis, while at the same time making it clear that a debate needs to be launched, as much for the sake of defining the model, as for defining the locus (focal point) in the training that TVE teachers receive. Attention needs to be given to the specificities encountered in providing training for teachers training in this field. The urgent need for the state to define its policies in this area, is also pointed out. For example, there is a need for: 1) the regulation (or standardizing) of TVE teaching practices; 2) strategies to make TVE teaching more professional: defining careers; setting salaries; assessment procedures.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes da Docência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Vocational Education]]></kwd>
<kwd lng="en"><![CDATA[Teachers' Formation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Saberes da doc&ecirc;ncia na  educa&ccedil;&atilde;o profissional e tecnol&oacute;gica: um estudo sobre o olhar dos professores.</h2> <h3>The teacher knowledge base concerning Technological and Vocational  Education (TVE): an exploration into the teacher's viewpoints.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; &Acirc;ngelo Gariglio,  Suzana Burnier    <br> </h4> </font>      ]]></body><back>
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