<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362012000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Implicações do plano de desenvolvimento da educação para a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Masson]]></surname>
<given-names><![CDATA[Gisele]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></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>20</volume>
<numero>74</numero>
<fpage>165</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362012000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo analisa as principais implicações do Plano de Desenvolvimento da Educação (PDE) para a formação de professores. A pesquisa utilizou fontes bibliográficas e documentais e foi fundamentada na concepção materialista histórica e dialética. A proposta para a formação de professores presente no PDE é neopragmatista, pois reforça a importância da busca de instrumentos úteis para as demandas imediatas da prática profissional e não contribui para o desenvolvimento de uma sólida e ampla formação. A prioridade dada à formação de professores como solução para os resultados negativos obtidos pelo Índice de Desenvolvimento da Educação Básica (Ideb), em vez de um investimento financeiro adequado, revela a prioridade dada às condições subjetivas na resolução dos problemas educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper analyzes the main implications of the Development Plan of Education (DPE) for teacher training. The research used bibliographic and documentary sources and was based on historical and dialectical materialism concepts. The teacher training education proposal presented by the DPE is neo pragmatist, since it reinforces the importance of searching for instruments that are useful to the immediate demands of the teaching profession and it doesn't contribute to developing a solid and broad education. The fact that it gives priority to teacher training education rather than to proper financial investments as the solution for the negative results registered by the Basic Education Development Index (Ideb) brings out the given priority to the subjective conditions in the resolution of educational problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este trabajo analiza las principales implicaciones del Plan de Desarrollo de la Educación (PDE), Brasil, para la formación continuada de profesores. La investigación utilizó fuentes bibliográficas y documentales y se basó en la concepción materialista histórica y dialéctica. La propuesta para la formación de profesores presente en el PDE es neopragmatista, pues corrobora la importancia de la búsqueda de instrumentos provechosos para las demandas inmediatas de la práctica profesional y no contribuye para el desarrollo de una sólida y amplia formación. La prioridad dada a la formación de profesores como solución de los resultados negativos del Índice de Desarrollo de la Educación Básica (Ideb) en vez de un inversión financiera adecuada pone de manifiesto la prioridad dada a las condiciones subjetivas en la solución de los problemas educacionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Plano de Desenvolvimento da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Fundamentos Teóricos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Education Development Plan]]></kwd>
<kwd lng="en"><![CDATA[Theoretical Foundations]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education/Training]]></kwd>
<kwd lng="es"><![CDATA[Política Educacional]]></kwd>
<kwd lng="es"><![CDATA[Plan de Desarrollo de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Fundamentos Teóricos]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Implica&ccedil;&otilde;es do plano de  desenvolvimento da educa&ccedil;&atilde;o para a forma&ccedil;&atilde;o de professores.</h2> <h3>Implications of the development plan of education for teacher training.</h3> <h3>Implicaciones del plan de desarrollo de la educaci&oacute;n para la formaci&oacute;n de  profesores.</h3>     <p>&nbsp;</p> <h4>Gisele Masson</h4>     <p>&nbsp;</p> </font>      ]]></body><back>
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