<?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>S1981-416x2017000300739</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios da formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher&#8217;s education the challenges of]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos de la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Clarilza Prado de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>739</fpage>
<lpage>756</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300739&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Entendendo que a formação do professor deve ser analisada também de uma perspectiva psicossocial, procura-se, neste texto, analisar como a construção da profissionalidade se articula em um cenário de presentismo - foco exagerado no presente - que se observa na sociedade atual. Como professores em formação, que escolheram uma profissão que tem por característica formar a geração futura, representam o futuro? Quais os valores que orientam as escolhas desses professores? Os programas de formação subsidiam a construção de projetos de futuro baseados em valores como liberdade, direito, justiça social? . A subjetividade do professor/aluno é considerada durante o processo de formação? Considerando que a profissão do professor se define no compromisso com a formação do futuro do aluno e da sociedade, negar a possibilidade de preparar para o futuro é negar sua profissão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering that the teacher training should also be analyzed from a psychosocial perspective, we seek to, in this paper to analyze how the construction of pressionalism is articulated in an presenteeism scenario - exaggerated focus on the present- which can be seen in today´s society. How student teachers, who have chosen a profession that has the characteristic form the future generation represent the future? What are the values that guide the choices of these teachers? Training programs subsidize the teacher / student to build projects of future based on values such as freedom, law, social justice. How the subjectivity of the teacher is considered in training teachers in a formation? Considering that teaching profession is defined in the commitment to the formation of the future student, denying the possibility of preparing for the future is to deny their profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Entendiendo que la formación del profesorado también debe analizarse desde una perspectiva psicosocial, este texto tiene como objetivo analizar cómo la construcción de profesionalismo se articula en un escenario en que se centran en la presente por demasiado - que se puede observar en la sociedad actual. Como los maestros en formación, que han elegido una profesión que tiene como característica formar la generación, representan el futuro? ¿Cuáles son los valores que guían las decisiones de estos maestros? Los programas de formación subvencionan la construcción de proyectos de futuro basado en valores como la libertad, el derecho, la justicia social. La subjetividad del maestro / estudiante es considerada durante el proceso de formación? Mientras que la profesión docente se define en el compromiso con la configuración del futuro del estudiante de la sociedad, negando la posibilidad de prepararse para el futuro es negar su profesión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Dimensão psicossocial do currículo de formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Presentismo]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de futuro]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s education]]></kwd>
<kwd lng="en"><![CDATA[Presenteeism]]></kwd>
<kwd lng="en"><![CDATA[Project of future]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de futuro]]></kwd>
<kwd lng="es"><![CDATA[La representación social]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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