<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2014000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diferentes olhares sobre a docência: De qual professor estamos falando?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ourique]]></surname>
<given-names><![CDATA[Maiane Liana Hatschbach]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ourique]]></surname>
<given-names><![CDATA[João Luis Pereira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<volume>14</volume>
<numero>42</numero>
<fpage>477</fpage>
<lpage>499</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2014000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2014000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2014000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho visa repercutir algumas imagens de professor propagadas nos discursos atuais da educação, enfocando as expectativas e demandas que corroboram para compor diferentes figuras docentes. Por um lado, as políticas públicas valem-se de um imaginário social da profissão para associar a qualidade na educação à competência profissional docente. Por outro, os diferentes registros do cotidiano educacional brasileiro mostram a miserabilidade material e pedagógica do trabalho do professor. A partir do tensionamento entre esses dois pontos, indaga- se sobre quais concepções de racionalidade e formação respaldam os discursos normativos da docência. Ainda, essas imagens-modelo de professor conseguem enfrentar de forma efetiva as problemáticas da escola contemporânea? À luz das dimensões formativas da Teoria Crítica, este estudo dá especial atenção aos escritos de Theodor Adorno, realizando uma leitura hermenêutica do espaço configurado entre o proposto e o desenvolvido no campo da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to reflect some images of teacher propagated in current discourses of education, focusing on the expectations and demands which corroborate to arrange different teaching figures. On the one hand, public policies use to their advantage a social imaginary of the profession to associate quality education to professional competence in teaching. Secondly, the different records of the Brazilian educational daily show the material misery and educational of the teacher work. From the tension between these two points, we ask about conceptions of rationality and formation that support the normative discourse of teaching. Still, can these models images-teacher effectively deal with the problems of the contemporary school? In light of the formative dimensions of Critical Theory, this study focuses on the writings of Theodor Adorno, performing a hermeneutic reading of space configured between the proposed and developed in the field of teaching]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Políticas]]></kwd>
<kwd lng="pt"><![CDATA[Imagens]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Policies]]></kwd>
<kwd lng="en"><![CDATA[Images]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Diferentes  olhares sobre a doc&ecirc;ncia: De qual professor estamos falando?</h2> <h3>Different perspectives on teaching: Of what teacher  are we talking about?</h3>     <p>&nbsp;</p> <h4>Maiane  Liana Hatschbach Ourique, Jo&atilde;o Luis Pereira Ourique</h4> </font>      ]]></body><back>
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</article>
