<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052019000300299</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.44994</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPASSES TEÓRICO-METODOLÓGICOS NO CAMPO DA FORMAÇÃO INICIAL DE PROFESSORES E SUAS IMPLICAÇÕES 7NA FORMAÇÃO DOS LICENCIANDOS NO CONTEXTO BRASILEIRO ATUAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE INITIAL TEACHER TRAINING IN THE BRAZILIAN CONTEXT AND ITS IMPLICATIONS IN LICENSEE TRAINING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Kally Samara Silva Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Lenilda Rêgo Albuquerque de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal da Paraíb  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Acre Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>20</volume>
<numero>58</numero>
<fpage>299</fpage>
<lpage>318</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052019000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052019000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052019000300299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo apresentar um estudo sobre os impasses teórico-metodológicos no campo da formação inicial de professores, visando discutir os contornos assumidos na formação dos licenciandos no contexto brasileiro atual. O presente estudo trata-se de uma pesquisa bibliográfica de enfoque qualitativo, que tem como referencial teórico as análises de Antunes (2002); Faria (2011); Freitas (1996; 2014); Frigotto (2010); Libâneo (2010); Marx (2006); Oliveira (2004; 2013); Paulo Netto e Braz (2006); Pimenta (1997; 2002; 2010); Saviani (2007; 2009; 2011) e Severino (2001; 2004; 2007). O texto traz, inicialmente, uma sucinta introdução sobre a temática em questão. Na sequência, descreve a metodologia utilizada para a construção do estudo. Na continuidade, enfatiza as categorias trabalho e educação como bases ontológicas do ser social e as mudanças de sentido sob a ordem do capital. Posteriormente, faz um breve apontamento a respeito dos impactos das reformas neoliberais na formação de professores no Brasil. Em seguida, apresenta os paradigmas da formação de professores e suas implicações na formação dos licenciandos. Finaliza, apontando a importância da articulação entre os saberes da docência como base constitutiva da identidade profissional do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to present a study on theoretical and methodological impasses in the field of initial teacher training, aiming to discuss the contours assumed in the training of graduates in the current Brazilian context. The present work deals with a bibliographical research of qualitative approach, that has as theoretical reference the analyzes of Antunes (2002); Faria (2011); Freitas (1996; 2014); Frigotto (2010); Libâneo (2010); Marx (2006); Oliveira (2004; 2013); Paulo Netto e Braz (2006); Pimenta (1997; 2002; 2010); Saviani (2007; 2009; 2011) and Severino (2001; 2004; 2007). The text initially presents a succinct introduction on the theme in question. It then describes the methodology used to construct the study. In continuity, it emphasizes the categories labor and education as the ontological bases of social being and the changes of meaning under the order of capital. Later, he briefly points out the impacts of neoliberal reforms on teacher education in Brazil. Next, it presents the paradigms of the formation of teachers and their implications in the formation of the graduates. He ends by pointing out the importance of the articulation between the teaching knowledge as the constitutive basis of the professional identity of the teacher.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciando]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Licensing]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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