<?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>S0104-40602016000300143</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.46864</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre a educação cultural e ético-política dos professores]]></article-title>
<article-title xml:lang="en"><![CDATA[On cultural and ethical-political education of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Licínio C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação Centro de Investigação em Educação]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>61</numero>
<fpage>143</fpage>
<lpage>156</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A forma&#231;&#227;o de professores como educadores profissionais tem sido dominada pela raz&#227;o instrumental. Pol&#237;ticas educativas baseadas no gerencialismo, na performance competitiva da escola, em padr&#245;es de avalia&#231;&#227;o, t&#234;m sublinhado a necessidade de um novo tipo de professor: um professor altamente racional, dotado de um perfil fortemente t&#233;cnico. Institui&#231;&#245;es de forma&#231;&#227;o tamb&#233;m t&#234;m mudado os seus projetos educativos para a forma&#231;&#227;o de professores, agora muito centrados nas novas tecnologias e em instrumentos pr&#225;ticos para a a&#231;&#227;o did&#225;tica, para avalia&#231;&#245;es de todo o tipo, para a microgest&#227;o da sala de aula e para a medi&#231;&#227;o atrav&#233;s de testes, o uso de padr&#245;es e a produ&#231;&#227;o de evid&#234;ncia emp&#237;rica sobre o seu trabalho. Estas tend&#234;ncias instrumentais e os riscos envolvidos no processo de didatiza&#231;&#227;o da educa&#231;&#227;o dos professores s&#227;o criticados com base na import&#226;ncia de uma educa&#231;&#227;o cultural e &#233;tico-pol&#237;tica de professores. Os trabalhos de Paulo Freire foram escolhidos como a principal fonte para refletir sobre algumas das exig&#234;ncias b&#225;sicas para algu&#233;m se tornar um professor, de acordo com uma agenda democr&#225;tica e cr&#237;tica. De acordo com a prespectiva freiriana, as poss&#237;veis contribui&#231;&#245;es resultantes de uma educa&#231;&#227;o emancipat&#243;ria e transformadora de educadores profissionais exigir&#227;o a capacidade de combinar forma&#231;&#227;o t&#233;cnica, cient&#237;fica e profissional com educa&#231;&#227;o pol&#237;tica, sonho e utopia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The training of teachers as professional educators has been dominated by instrumental reason. Education policies based on managerialism, competitive school performance, evaluation standards and vocationalism have been stressing the need for a new type of teacher: a highly rational teacher with a strong technical profile. Training institutions have also changed their education projects for the preparation of teachers, now much based on new technologies and practical instruments for didactic action, for evaluations of all kinds, for the micro-management of classrooms and the measurement by tests, using standards and producing empirical evidence of their work. These instrumental tendencies and the risks involved in the process of didactization of teachers' education are criticized on the basis of the importance of a cultural and ethical-political education of teachers. The works by Paulo Freire have been chosen as the main source to reflect upon some of the basic demands for becoming a teacher according to a democratic and critical agenda. According to the Freirean perspective, the possible contributions resulting from an emancipatory and transformative education of professional educators will demand the capacity of combining technical, scientific and professional training with political education, dream and utopia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[educação cultural]]></kwd>
<kwd lng="pt"><![CDATA[educação ético-política]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire.]]></kwd>
<kwd lng="en"><![CDATA[teachers training]]></kwd>
<kwd lng="en"><![CDATA[cultural education]]></kwd>
<kwd lng="en"><![CDATA[ethical-political education]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire.]]></kwd>
</kwd-group>
</article-meta>
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