<?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>S1982-03052022000400199</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.69362</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O IMPACTO DAS POLÍTICAS CURRICULARES NA FORMAÇÃO DOCENTE E A QUEBRA DA AUTONOMIA DO(A) EDUCADOR(A): uma análise crítica à luz da perspectiva freiriana]]></article-title>
<article-title xml:lang="en"><![CDATA[THE IMPACT OF CURRICULUM POLICIES ON TEACHER EDUCATION AND THE BREACH OF THE EDUCATOR'S AUTONOMY: a critical analysis in the light of the Freirean perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[EL IMPACTO DE LAS POLÍTICAS CURRICULARES EN LA FORMACIÓN DOCENTE Y LA VIOLACIÓN DE LA AUTONOMÍA DEL EDUCADOR: un análisis crítico a la luz de la perspectiva freiriana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Camilla Souza Ferreira Rubim de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marcio Antonio Raiol dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFPA Programa de Pós-Graduação em Currículo e Gestão da Escola Básica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Programa de Pós-Graduação em Currículo e Gestão da Escola Básica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>199</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo intenta analisar criticamente, a partir de uma perspectiva freiriana, o ser professor(a) no contexto atual da formação e do trabalho docente, com o objetivo de compreender de que forma a autonomia docente pode ser influenciada ou até mesmo subvertida pelas políticas curriculares, tomando-se como exemplo a implantação da Base Nacional Comum Curricular para a Educação Básica - BNCC e a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação). Para isso, realizamos um levantamento bibliográfico, de abordagem qualitativa, com base em produções acadêmicas que versam sobre essa temática. Ao pensar em políticas educacionais, observamos que o currículo é peça-chave de fomento e legitimação de mudanças educacionais, cujos discursos e elementos ideológicos atuam na forma de pensar da sociedade. Assim, acreditamos na(s) possibilidade(s) de transgressões, de ousadias, de resistências a partir de recontextualizações e reinterpretações das políticas curriculares, visando ao fortalecimento da atuação do(a) professor(a) da educação básica e ao resgate de sua identidade e autonomia em um cenário cada vez mais desafiador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article intends to critically analyze, from a Freirean perspective, being a teacher in the current context of training and teaching work, with the aim of understanding how teaching autonomy can be influenced or even subverted by curricular policies, taking as an example the implementation of the National Curricular Common Base for Basic Education - BNCC and the Common National Base for the Initial Training of Basic Education Teachers (BNC-Formação). For this, we carried out a bibliographic survey, with a qualitative approach, based on academic productions that deal with this theme. When thinking about educational policies, we observe that the curriculum is a key element in promoting and legitimizing educational changes, whose discourses and ideological elements act in the way of thinking in society. We believe in the possibility(s) of transgressions, of daring, of resistance from the recontextualizations and reinterpretations of curricular policies, aiming at strengthening the performance of the basic education teacher and the rescue of their identity and autonomy in an increasingly challenging scenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se propone analizar críticamente, desde una perspectiva freiriana, el ser docente en el contexto actual de la formación y del trabajo docente, con el objetivo de comprender cómo la autonomía docente puede ser influenciada o incluso subvertida por las políticas curriculares, tomando como ejemplo la implementación de la Base Común Nacional Curricular para la Educación Básica - BNCC y la Base Común Nacional para la Formación Inicial de Profesores de Educación Básica (BNC-Formação). Para ello, realizamos un levantamiento bibliográfico, con abordaje cualitativo, a partir de producciones académicas que abordan esta temática. Al pensar en políticas educativas, observamos que el currículo es un elemento clave para promover y legitimar los cambios educativos, cuyos discursos y elementos ideológicos actúan en la forma de pensar de la sociedad. Creemos en la(s) posibilidad(es) de transgresiones, de osadías, de resistencias a partir de las recontextualizaciones y reinterpretaciones de las políticas curriculares, visando el fortalecimiento de la actuación del docente de educación básica y el rescate de su identidad y autonomía en un escenario cada vez más desafiante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[autonomia docente]]></kwd>
<kwd lng="en"><![CDATA[curricular policies]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teacher autonomy]]></kwd>
<kwd lng="es"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[autonomía docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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