<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100402</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e248691</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Repensando a potencialidade da concepção de vocação e de ofício do professor]]></article-title>
<article-title xml:lang="en"><![CDATA[Rethinking the potentiality of the conception of vocation and teachers&#8217; craft]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzi Filho]]></surname>
<given-names><![CDATA[Ronaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Inhumas Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Inhumas GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O termo vocação tem sido colocado de lado em prol da profissionalização. Contemporaneamente, os valores empresariais colonizam nossas formas de vida, inclusive na educação. O trabalho do professor, por exemplo, vem se adequando cada vez mais aos valores profissionalizantes do mercado. A ideia de ofício do professor, por isso, está em desuso e parece fora de &#8220;situação&#8221;, uma vez que o ofício não se adequa, por exemplo, à exigência de flexibilidade no trabalho. Há, portanto, uma mudança de lógica na escola que visa se adequar ao sistema econômico hegemônico modificando profundamente a nossa concepção dos valores na educação. Entretanto, alguns pensadores sobre a educação, em nossos dias, resgatam a potencialidade de retomarmos a concepção de vocação e ofício. É o caso de Jorge Larrosa. Este artigo busca trazer à tona a importância dessa posição crítica de Larrosa. Para isso, realiza-se uma investigação crítica-interpretativa da bibliografia em torno dessa problemática que Larrosa evidencia ao discutir com outros pensadores contemporâneos, como Sennett e Deleuze entre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The term vocation has been set aside in favor of professionalization. At the same time, business values colonize our ways of life, including education. Teachers&#8217; work, for instance, has been more and more adapted to the professionalizing values of the market. The idea of teachers&#8217; craft, therefore, is out of date and seems out of &#8220;situation&#8221;, since craft does not suit the demand for flexibility at work, for instance. Thus, there is a change of the logic in schools that aims to adapt to the hegemonic economic system, modifying profoundly our conception of values in education. However, nowadays, some thinkers about education rescue the potentiality of retaking the conception of vocation and craft. This is the case of Jorge Larrosa. This paper seeks to bring out the importance of Larrosa&#8217;s critical position. To this end, a critical-interpretative bibliography investigation is carried out around this issue that Larrosa shows us when discussing with other contemporary thinkers, such as Sennett and Deleuze, among others.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Condição de trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Disciplina (Conhecimento)]]></kwd>
<kwd lng="pt"><![CDATA[Empreendedorismo]]></kwd>
<kwd lng="pt"><![CDATA[Vocação do professor]]></kwd>
<kwd lng="en"><![CDATA[Condition of teaching work]]></kwd>
<kwd lng="en"><![CDATA[Discipline (Knowledge)]]></kwd>
<kwd lng="en"><![CDATA[Entrepreneurship]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s vocation]]></kwd>
</kwd-group>
</article-meta>
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