<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000102007</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i0.23829</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação em deslocamentos: ficção e contrariedade em torno na BNCC]]></article-title>
<article-title xml:lang="en"><![CDATA[Training in displacements: fiction and contrariety around the BNCC]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación en desplazamientos: ficción y contrariedad en torno de la BNCC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomé]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro 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>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000102007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000102007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000102007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No Estado do Rio Grande do Norte a formação de professores em torno da Base Nacional Comum Curricular para o ensino fundamental (BNCC) tem ganhado corpo através de agentes como as Diretorias Regionais de Educação e Cultura, em articulação com a Secretaria do Estado da Educação e da Cultura, e Secretarias Municipais de Educação. Neste texto, interessa-nos discutir, a partir de uma visão pós-fundacional, a ideia de implementação da base, considerando o Documento Curricular do Rio Grande do Norte (DCRN) e outros materiais utilizados por esses agentes no processo de formação de professores, cujo protagonismo é exercido pelos coordenadores pedagógicos como multiplicadores de uma formação alinhada à base. Além do conjunto de materiais, lançamos mão de narrativas dos agentes multiplicadores da formação, em um grupo de rede social, que chamamos de grupo focal à base. Nosso interesse é entender como os sujeitos formadores têm significado formação de professores, tomando como referência o DCRN, sem perder de vista o comum da BNCC. Argumentamos que a formação produz deslocamentos em que a escola é recolocada como campo de disputa que tenciona o sentido de educação de qualidade pela significação da formação como insuficiente, ainda que disruptiva. A nossa defesa é que, embora não se divorcie da norma, o processo de formação como implementação de currículos no Rio Grande do Norte pode ser potente para, entre fixações, ficções e tensões, produzir novos arquivos e, por vezes, novos sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the State of Rio Grande do Norte, Brazil, the teacher training around the National Curriculum Common Core for elementary education (BNCC) has taken shape through the Regional Directorates of Education and Culture in conjunction with the State Secretariat for Education and Culture, and Municipal Education Secretariats. In this text, we are interested in discussing, from a post-foundational point of view, the idea of implementing the base, considering the Curricular Document of Rio Grande do Norte (DCRN) and other materials used by these agents in the process of teacher training whose role is exercised by pedagogical coordinators as multipliers of training aligned to the base. In addition to the set of materials, we use narratives of training multipliers, in a social network group, which we call the base focus group. Our interest is to understand how the training subjects have meant teacher training taking as reference the DCRN, without losing sight of the BNCC common. We believe that training produces dislocations in which the school is replaced as a field of dispute that aims at the meaning of quality education for the meaning of training as insufficient, albeit disruptive. Our defense is that although it does not divorce the norm, the formation process as an curricular implementation in Rio Grande do Norte, Brazil, it can be powerful for, among fixations, fictions and tensions, producing new archives and, sometimes, new meanings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el estado de Rio Grande do Norte, la formación de docentes en torno de la Base Nacional Común Curricular para la educación primaria (BNCC) se ha configurado a través de agentes como las Direcciones Regionales de Educación y Cultura, en colaboración con la Secretaría de Estado de Educación y Cultura, y Departamentos Municipales de Educación. En este texto, estamos interesados &#8203;&#8203;en discutir, desde un punto de vista posterior a la fundación, la idea de implementación de la base, considerando el Documento Curricular de Rio Grande do Norte (DCRN) y otros materiales utilizados por estos agentes en el proceso de formación docente, cuyo papel es ejercido por los coordinadores pedagógicos como multiplicadores de formaciones alineadas a la base. Además del conjunto de materiales, utilizamos narrativas de los agentes multiplicadores de formación, en un grupo de redes sociales, lo cuál llamamos grupo focal a la base. Nuestro interés es entender cómo los sujetos formadores han significado la capacitación de docentes, tomando como referencia el DCRN, sin perder de vista lo común de la BNCC. Argumentamos que la formación produce desplazamientos en los cuales la escuela es reemplazada como un campo de disputa que trae tensión para el sentido de educación de calidad por el significado de capacitación insuficiente, mismo que sea disruptivo. Nuestra defensa es que, aunque no sea divorciado de la norma, el proceso de formación, como la implementación de planes de estudio en Rio Grande do Norte, puede ser poderoso para, entre fijaciones, ficciones y tensiones, producir nuevos archivos y, a veces, nuevos significados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Deslocamento]]></kwd>
<kwd lng="pt"><![CDATA[Rio Grande do Norte.]]></kwd>
<kwd lng="en"><![CDATA[National Curriculum Common Core. Elementar education. Rio Grande do Norte]]></kwd>
<kwd lng="en"><![CDATA[Dislocation. Teacher training.]]></kwd>
<kwd lng="es"><![CDATA[Base Nacional Común Curricular]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza fundamental]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Desplazamiento]]></kwd>
<kwd lng="es"><![CDATA[Rio Grande do Norte.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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