<?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>S1981-416x2024000401513</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O futuro do professor é online? Implicações políticas, sociais e pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Is the teacher&#8217;s future online? political, social and pedagogical]]></article-title>
<article-title xml:lang="es"><![CDATA[¿El futuro del maestro está em línea? implicaciones políticas, sociales y pedagógicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Patrícia Gusmão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Amarildo Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></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>24</volume>
<numero>83</numero>
<fpage>1513</fpage>
<lpage>1532</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401513&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem como objetivo analisar imagens da profissão de professor/a e os saberes que se renovam historicamente, buscando formas manifestas de (re)existência do ser professor no tempo presente, especialmente em tempos de crise do capitalismo. A pesquisa se propõe a analisar as mudanças históricas nas representações sociais do professor e identificar o papel das tecnologias educacionais, especialmente no período contemporâneo. Para isso, foram utilizadas fontes históricas, estudos literários e análises documentais de imagens de professor e as transformações na prática educacional ao longo do tempo. Os procedimentos metodológicos adotados compreenderam revisão bibliográfica, pesquisa documental e análise de tendências pedagógicas e tecnológicas nos diferentes experimentos vivenciados. A pergunta norteadora da proposta é: Quais imagens de professor repercutem nas pedagogias ao longo da história e da cultura, em especial no tempo presente? A abordagem é inspirada nas leituras de mundo e práticas de (re)conhecimento, buscando entender as demandas e analisar as perspectivas socioculturais depositadas na figura do profissional da educação. Os resultados revelaram que os condicionantes tecnológicos tiveram um papel significativo na construção das imagens do professor em cada época até a atualidade, produzindo estereótipos e moldando a imagem do professor - na pedagogia da mídia - como empreendedor, inovador tecnológico e competitivo. Em suma, o trabalho busca contribuir para a compreensão das imagens do professor ao longo da história e como as mudanças tecnológicas influenciaram sua representação, oferecendo insights para uma reflexão crítica sobre as demandas e desafios enfrentados pelo profissional da educação no contexto contemporâneo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to analyze the images of the teaching profession and the stereotyped knowledge of these vestiges that are historically renewed, to manifest forms of (re)existence of being a teacher in the present time, expressing its transforming potential for the field of political and citizen formation. In times of capitalist crisis, the Brazilian teacher's journey is exhausting and undervalued, as well as training is disconnected from projects of struggle for the human and focused on joint work. The guiding question of the proposal is: What images of teachers resonate in pedagogies throughout history and culture? This research, with a hermeneutic attitude, is characterized by the permanent exercise of reviewing studies and proposes a dialogue with classical studies and contemporary research, having as its horizon the creation of a brief historical contextualization of the images of the profession in the face of the denial of the social conditions for training culturally meaningful. It is inspired by readings of the world and practices of (re)knowledge, to understand the political demands of education, seeking to analyze the sociocultural perspectives deposited in the figure of the education professional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo analizar las imágenes de la profesión docente y los saberes estereotipados de estos vestigios que históricamente se renuevan, para manifestar formas de (re)existencia del ser docente en la actualidad, expresando su potencial transformador para el campo de lo político y formación ciudadana. En tiempos de crisis capitalista, el camino del maestro brasileño es agotador y desvalorizado, así como la formación está desvinculada de proyectos de lucha por lo humano y centrada en el trabajo conjunto. La pregunta orientadora de la propuesta es: ¿Qué imágenes de docentes resuenan en las pedagogías a lo largo de la historia y la cultura? Esta investigación, con actitud hermenéutica, se caracteriza por el ejercicio permanente de revisión de estudios y propone un diálogo con los estudios clásicos y las investigaciones contemporáneas, teniendo como horizonte la creación de una breve contextualización histórica de las imágenes de la profesión frente a la negación de las condiciones sociales para una formación culturalmente significativa. Se inspira en lecturas del mundo y prácticas de (re)conocimiento, para comprender las demandas políticas de la educación, buscando analizar las perspectivas socioculturales depositadas en la figura del profesional de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogias]]></kwd>
<kwd lng="pt"><![CDATA[Imagens de professor]]></kwd>
<kwd lng="pt"><![CDATA[Perspectivas históricas]]></kwd>
<kwd lng="pt"><![CDATA[Olhar contemporâneo.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogies]]></kwd>
<kwd lng="en"><![CDATA[Teacher images]]></kwd>
<kwd lng="en"><![CDATA[Historical perspectives]]></kwd>
<kwd lng="en"><![CDATA[Contemporary look.]]></kwd>
<kwd lng="es"><![CDATA[Pedagogías]]></kwd>
<kwd lng="es"><![CDATA[Imágenes de maestros]]></kwd>
<kwd lng="es"><![CDATA[Perspectivas históricas]]></kwd>
<kwd lng="es"><![CDATA[Aspecto contemporâneo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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