<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000100077</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n1.5</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Profissão docente no século XXI: concepções do professor sobre seu papel na sociedade contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching profession in the 21st century: teacher conception about their role in contemporary society]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Clock]]></surname>
<given-names><![CDATA[Lizie Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucas]]></surname>
<given-names><![CDATA[Lucken Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Thamiris Christine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>77</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000100077&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo apresenta uma investiga&#231;&#227;o sobre as concep&#231;&#245;es que professores t&#234;m acerca do papel de sua profiss&#227;o na sociedade contempor&#226;nea. Foram coletados dados atrav&#233;s de question&#225;rios respondidos por professores em servi&#231;o em escolas p&#250;blicas estaduais da cidade de Ponta Grossa - PR. As respostas aos question&#225;rios foram submetidas a uma an&#225;lise qualitativa atrav&#233;s de t&#233;cnicas de An&#225;lise de Conte&#250;do, onde, a partir dos significantes presentes, emergiram tr&#234;s categorias tipificadas como: A) &#8220;professor como um sujeito transformador: educa&#231;&#227;o de forma ampla&#8221; (31,4% das respostas); B) &#8220;professor como profissional do conhecimento&#8221; (49% das respostas); e C: &#8220;professor enquanto sujeito que desempenha v&#225;rios pap&#233;is sociais&#8221; (19,6% das respostas). Desses resultados pode-se concluir que as concep&#231;&#245;es que o grupo de professores estudados possui acerca do papel de sua profiss&#227;o v&#227;o al&#233;m da perspectiva tradicionalista que encara o ensino como mera ferramenta de transmiss&#227;o de conhecimentos; as duas principais categorias mais evidenciadas (A e B) reconhecem um papel mais abrangente &#224; profiss&#227;o docente, o que inclui forma&#231;&#227;o t&#233;cnica e para a cidadania. Por outro lado, a categoria C tamb&#233;m ocorre de maneira significativa e evidencia que muitas vezes o professor &#233; requerido a desempenhar um papel que n&#227;o &#233; pr&#243;prio de sua profiss&#227;o, para preencher lacunas que a sociedade e as fam&#237;lias ainda deixam abertas em rela&#231;&#227;o aos jovens, o que remete &#224; reflex&#227;o acerca da necessidade de ressignificar o papel do professor e investir em pol&#237;ticas p&#250;blicas de valoriza&#231;&#227;o da profiss&#227;o docente perante a sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present article presents an investigation about the conceptions teachers have regarding the role of their profession in the contemporary society. Data were collected through open-ended questionnaires responded by in service teachers from State schools in the city of Ponta Grossa, PR. The answers were qualitatively analysed by using techniques of Discourse Analysis, from which emerged three categories, namely: A) &#8220;the teacher as a changer: education in a wide sense&#8221; (31.4% among the answers); B) &#8220;the teacher as a professional of the knowledge&#8221; (49% among the answers) and C) &#8220;the teacher as a subject in charge of several social roles&#8221; (19.6% among the answers). From these results it is possible to conclude that the conceptions the group of studied teachers has about the role of their profession go beyond the traditionalist perspective that views education as a mere tool to transmit knowledge; the two more evidenced categories (A and B) recognize a wider role for the teacher profession, including the technical education and education for the citizenship. On the other hand, category C also appear in a significant proportion and call our attention for the fact that teachers are often required to play a role that is not inherent of their profession, in order to provide to young people the support for several needs not yet fulfilled by the society or even their families. This invite us to rethink the role of teachers and to invest in public policies that recognize the importance of the teacher profession in the contemporary society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissão Docente]]></kwd>
<kwd lng="pt"><![CDATA[Função dos Professores]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade Contemporânea]]></kwd>
<kwd lng="pt"><![CDATA[Concepções.]]></kwd>
<kwd lng="en"><![CDATA[Teaching Profession]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Role]]></kwd>
<kwd lng="en"><![CDATA[Contemporary Society]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
