<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102015000100057</article-id>
<article-id pub-id-type="doi">10.4013/edu.2015.191.05</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Curriculum reforms and initial education: Knowledge and professionalization]]></article-title>
<article-title xml:lang="pt"><![CDATA[Reformas curriculares e formação inicial: saberes e profissionalização]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Maria Manuela Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>57</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102015000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102015000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102015000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work aims at providing an overview, from the perspective of governmentality, discourse and curriculum policies, on the issue of teachers' professionalization in the curricular reforms that have guided the field of initial teacher education in Brazil and around the world since the 1990's. For such, an analysis of professionalism, teaching professionalism and education in initial training, whose official policies have privileged bachelor's degree and undergraduate levels based on the legislation texts - Ordinance CNE / CP 009/2001 and Resolution CNE / CP 01/2002, Ordinance CNE / CP 28/2001 and Resolution CNE / CP 2/2002 - which introduced the reform earlier this century in Brazil, is made. This database is supplemented by observations resulting from investigations over the last decade which have discussed the effects of this policy on undergraduate programs, for the purpose of assessing their impact on curriculum and teachers' professional identity. It is argued that the initial training of teachers to work in Elementary Education has been guided, from an official point of view, by a practical and instrumental rationality that reduces the teacher to an expert in the management of the teaching process and his professional development, pointing, paradoxically, towards curriculum de-intellectualization and teacher de-professionalization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tem-se como objetivo uma leitura, na perspectiva da governamentalidade, do discurso e das pol&#237;ticas curriculares, sobre a quest&#227;o da profissionaliza&#231;&#227;o docente presente nas reformas curriculares, que, desde os anos de 1990, v&#234;m pautando o campo da forma&#231;&#227;o inicial de professores no Brasil e no mundo. Mais especificamente, faz-se uma an&#225;lise dos sentidos de profissionalismo e profissionalidade docente e dos saberes da forma&#231;&#227;o inicial que s&#227;o privilegiados pela pol&#237;tica oficial para os curr&#237;culos dos cursos de licenciatura, de gradua&#231;&#227;o plena e de n&#237;vel superior, tendo por base os textos da legisla&#231;&#227;o aprovada no Conselho Nacional de Educa&#231;&#227;o &#8722; Parecer CNE/CP 009/2001 e Resolu&#231;&#227;o CNE/CP 01/2002, Parecer CNE/CP 28/2001 e Resolu&#231;&#227;o CNE/CP 2/2002 &#8722;, que institu&#237;ram a reforma no Brasil no in&#237;cio deste s&#233;culo. Complementa-se essa fonte de dados com algumas observa&#231;&#245;es que s&#227;o o resultado de investiga&#231;&#245;es que, ao longo da &#250;ltima d&#233;cada, v&#234;m analisando os efeitos dessa pol&#237;tica em cursos de licenciatura, com o objetivo de avaliar os seus impactos nos curr&#237;culos e na identidade profissional docente. Argumenta-se que a forma&#231;&#227;o inicial dos docentes para que estes atuem na Educa&#231;&#227;o B&#225;sica vem-se pautando, do ponto de vista oficial, por uma racionalidade pr&#225;tica e instrumental, a qual reduz o professor a um especialista na gest&#227;o do processo de ensino e do seu desenvolvimento profissional, apontando, paradoxalmente, para a desintelectualiza&#231;&#227;o dos curr&#237;culos e para a desprofissionaliza&#231;&#227;o desses professores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reformas Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalização Docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Reform]]></kwd>
<kwd lng="en"><![CDATA[Teacher Professionalization]]></kwd>
<kwd lng="en"><![CDATA[Initial Training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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