<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000400699</article-id>
<article-id pub-id-type="doi">10.5902/1984644429779</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projeto político pedagógico e diretrizes curriculares nacionais da licenciatura em pedagogia]]></article-title>
<article-title xml:lang="en"><![CDATA[Political pedagogical project and national curricular guidelines of the degree in pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuratani]]></surname>
<given-names><![CDATA[Sayuri Miranda de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veras]]></surname>
<given-names><![CDATA[Renata Meira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia Instituto de Humanidades, Artes e Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia Instituto de Humanidades, Artes e Ciências Programa de Pós Graduação Estudos Interdisciplinares sobre a Universidade]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>4</numero>
<fpage>699</fpage>
<lpage>720</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000400699&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000400699&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000400699&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda o tema da forma&#231;&#227;o em Licenciatura em Pedagogia, vinculando-se &#224; discuss&#227;o das Diretrizes Curriculares Nacionais dessa gradua&#231;&#227;o. Utilizando-se da an&#225;lise documental, o artigo buscou discutir as rela&#231;&#245;es existentes entre um Projeto Pol&#237;tico Pedag&#243;gico (PPP) de uma Licenciatura em Pedagogia e essas Diretrizes, apontando quest&#245;es pertinentes &#224; pauta da forma&#231;&#227;o de professores. A perspectiva metodol&#243;gica adotada foi a an&#225;lise foucaultiana do discurso, que valoriza a linguagem e as suas implica&#231;&#245;es nas pr&#225;ticas sociais. A an&#225;lise indicou, no PPP, a presen&#231;a de um discurso prescritivo, de car&#225;ter normativo, em conson&#226;ncia &#224;s Diretrizes, mas tamb&#233;m demonstrou um discurso preocupado em atingir o compromisso e a transforma&#231;&#227;o social. A forma&#231;&#227;o organiza-se em dois eixos principais, que s&#227;o a pesquisa e a pr&#225;xis pedag&#243;gica, o que enfatiza a identidade de um professor-pesquisador. No PPP, os alunos, docentes e a comunidade s&#227;o posicionados por uma estrutura de deveres e passividade. Ressaltou-se a import&#226;ncia da constante atualiza&#231;&#227;o e problematiza&#231;&#227;o da forma&#231;&#227;o nas Licenciaturas, referentes tanto aos Projetos Pol&#237;ticos Pedag&#243;gicos, quanto &#224;s Diretrizes Curriculares Nacionais. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article addresses the topic of training for a degree in education, as linked to the discussion surrounding the National Curricular Guidelines. Using documentary analysis, the article sought to discuss existing relations between a Pedagogical Political Project (PPP) related to a degree in education and these Guidelines, pointing out issues pertinent to the teacher training agenda. The methodological perspective adopted was the foucauldian analysis of discourse, which values language and its implications in social practices. In relation to the PPP, the analysis pointed to the presence of a prescriptive discourse, of a normative character, in consonance with the Guidelines, but also identified discourse concerned with attaining commitment and social transformation. The training is organized around two central points - research and pedagogical praxis - which emphasize the identity of a teacher-researcher. In PPP, students, teachers, and the community are positioned by a structure of duties and passivity. The importance of constantly updating and problematizing training in the degree programs was emphasized, referring to both the Political Pedagogical Projects and the National Curricular Guidelines. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Análise foucaultiana do discurso]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Foucauldian discourse analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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