<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602013000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As licenciaturas na atualidade: nova crise?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aranha]]></surname>
<given-names><![CDATA[Antônia Vitória Soares]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[João Valdir Alves de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<numero>50</numero>
<fpage>69</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602013000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602013000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602013000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo visa situar o debate atual sobre a crise nas licenciaturas, pontuando algumas circunstâncias históricas tanto de afirmação e ampliação da escola como locus privilegiado do ensino no mundo moderno quanto da emergência do sentimento de que ela não cumpriu a promessa de formar cidadãos autônomos, livres e iguais em direitos. Exemplifica essa crise com dados apurados pela Pró- Reitoria de Graduação (PROGRAD) e pelo Colegiado Especial de Licenciaturas da Universidade Federal Minas Gerais (UFMG) sobre a relação candidato/vaga nos seus últimos 15 vestibulares. Esses dados apontam para um contínuo esvaziamento dos cursos de licenciatura, tanto no que se refere aos vestibulares quanto aos que se formam, mas optam por ocupações mais vantajosas economicamente. Isso traz questões relevantes para se pensar tanto a formação inicial quanto a formação continuada de professores, uma vez que, em decorrência das vertiginosas mudanças na vida social contemporânea, há um descompasso entre os processos de formação e a emergência de novas demandas para as quais o corpo docente parece sempre estar despreparado para assumir.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article focuses on the current debate on the crisis of teacher education, pointing out some historic circumstances of either affirmation and amplification of school as the privileged place for teaching in the modern world, and also the emergence of the feeling that it did not accomplish the promise of developing autonomous citizens, free and equal in rights. We exemplify this crisis using data from PROGRAD and from the UFMG’s “special staff group for teaching education” on the relation between candidate numbers and available places during its last 15 years of exams for university entrance. These data shows a continuous emptying of the teacher education undergraduate courses, referring both to entering the university and to graduating but choosing other more economically profitable jobs. This brings out relevant points to think about both the beginning and the continuous education process of teachers since, as a consequence of changes in social contemporary life, there is a mismatch between the processes of training and the emergence of new demands for which the education staff seems not always to be prepared to assume.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Licenciaturas]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Condição Docente]]></kwd>
<kwd lng="pt"><![CDATA[Crise na Educação]]></kwd>
<kwd lng="pt"><![CDATA[Licenciaturas na UFMG]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Staff]]></kwd>
<kwd lng="en"><![CDATA[Education Crisis]]></kwd>
<kwd lng="en"><![CDATA[UFMG Teacher Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>As  licenciaturas na atualidade: nova crise?</h2> <h3>Teacher training courses in the present time: new  crisis?</h3>     <p>&nbsp;</p> <h4>Ant&ocirc;nia  Vit&oacute;ria Soares Aranha, Jo&atilde;o Valdir Alves de Souza</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Teoria & Educação]]></source>
<year></year>
<numero>4</numero>
<issue>4</issue>
<page-range>109-139</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<numero>5-6</numero>
<issue>5-6</issue>
<page-range>222-231</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
