<?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>S0104-40602017000300051</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação profissional nos cursos de licenciatura e o exercício do magistério na educação básica: intenções, realizações e ambiguidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional formation in higher education institutions and pedagogical practice in basic education: intentions, realizations and ambiguities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giovinazzo Junior]]></surname>
<given-names><![CDATA[Carlos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Faculdade de Educação PEPG em Educação: História, Política, Sociedade]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>spe</volume>
<numero>1</numero>
<fpage>51</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO &#201; realizada a an&#225;lise de dois dos documentos produzidos, visando regular e orientar a forma&#231;&#227;o inicial de profissionais da educa&#231;&#227;o b&#225;sica (Resolu&#231;&#227;o CNE/CP N&#186; 1/06 e o Parecer CNE/CP N&#186; 2/15). Toma-se as no&#231;&#245;es de racionalidade tecnol&#243;gica e de pseudoforma&#231;&#227;o, formuladas por Marcuse e Adorno, para examinar o modelo de forma&#231;&#227;o docente estabelecido pelos membros do Conselho Nacional de Educa&#231;&#227;o (CNE). Tamb&#233;m s&#227;o cotejadas informa&#231;&#245;es de ambas as fontes tendo em vista a reflex&#227;o sobre as principais tend&#234;ncias presentes na forma&#231;&#227;o de professores no Brasil. Se a racionalidade tecnol&#243;gica produz disposi&#231;&#245;es que exprimem a maneira como a domina&#231;&#227;o se consubstancia na sociedade administrada e se a pseudoforma&#231;&#227;o &#233; a forma de socializa&#231;&#227;o predominante, refletindo a aliena&#231;&#227;o que caracteriza a rela&#231;&#227;o dos indiv&#237;duos com homens, coisas e natureza, a an&#225;lise permite afirmar que as contradi&#231;&#245;es, caracter&#237;sticas de sociedades marcadas pela desigualdade e opress&#227;o, o que, por sua vez, produz incertezas sobre a fun&#231;&#227;o da escola, est&#227;o presentes nos dilemas implicados na doc&#234;ncia. O modelo de forma&#231;&#227;o inicial para o magist&#233;rio prioriza a forma&#231;&#227;o t&#233;cnica em detrimento da articula&#231;&#227;o entre educa&#231;&#227;o, forma&#231;&#227;o docente e pol&#237;tica; e os recursos mobilizados para isso est&#227;o estreitamente ligados ao car&#225;ter instrumental conferido &#224; profissionaliza&#231;&#227;o dos professores, com a redu&#231;&#227;o do ato de ensinar &#224; t&#233;cnica did&#225;tica e da teoria a um conjunto de conhecimentos a serem aplicados no processo pedag&#243;gico, contanto que certos princ&#237;pios sejam corretamente observados. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This is an analysis of two documents produced to regulate and guide the initial formation of basic education professionals (CNE/CP No. 1/06 and the CNE/CP No. 2/15). Based on Notions of technological rationality and semi-formation, formulated by Marcuse and Adorno, are used to examine the teacher education model established by members of the National Education Council. Both sources are considered in order to reflect on major trends that characterize the teacher formation in Brazil. If technological rationality produces layouts which express how domination takes place in the administered society, if semi-formation is the predominant form of socialization, reflecting the alienation that characterizes the relationship of individuals with people, things and nature, the analysis allows us to claim that the typical contradictions of societies marked by inequality and oppression, that in turn create uncertainties about the function of the schools, are present in the dilemmas implicated in teaching. The initial formation model prioritizes technical education at the expense of articulation between instruction, teacher formation and political education, and the resources called into play for this are closely linked to the instrumental character conferred on the professionalization of teachers, by reducing the act of teaching to didactic technique and theory to a knowledge set to be applied in the educational process in accordance with certain principles that must be properly observed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Curso de Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Exercício do magistério]]></kwd>
<kwd lng="pt"><![CDATA[Licenciaturas.]]></kwd>
<kwd lng="en"><![CDATA[Teacher formation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Curriculum guidelines]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Graduation for teachers in higher education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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