<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100403</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-4</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios para a organização da atividade de estudo no contexto da formação de professores]]></article-title>
<article-title xml:lang="es"><![CDATA[Retos para la organización de la actividad de estudio en el contexto de la formación del profesorado]]></article-title>
<article-title xml:lang="en"><![CDATA[The organization of study activity challenges in the teacher&#8217;s training context1]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Cárita Portilho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100403&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com o objetivo de problematizar os desafios postos à efetivação da atividade de estudo no contexto do ensino superior público brasileiro, especialmente no âmbito das licenciaturas, o presente artigo organiza-se, do ponto de vista metodológico, como um ensaio teórico que se tece desde uma análise crítica construída a partir da história do ensino superior e da formação docente no Brasil. O caminho argumentativo proposto possui três pilares: considerações acerca do projeto político-social e educacional historicamente assumido pela universidade pública brasileira e o projeto necessário para uma formação inspirada nos princípios da psicologia histórico-cultural, referencial teórico-metodológico que sustenta o debate apresentado; reflexões sobre os problemas históricos da formação de professores no Brasil e a hegemonia privatista neste campo e, por fim, discussões a respeito dos limites que determinam as condições concretas de estudo de licenciandos considerando problemas no âmbito da permanência estudantil e saúde mental. A partir dessas chaves de análise, pretende-se defender a tese de que a potência crítica e revolucionária da psicologia histórico- cultural, expressa por meio de seu arcabouço teórico-metodológico, irá contribuir para o enfrentamento dos problemas educacionais brasileiros à medida em que partirmos de uma análise concreta das condições, problemas, contradições e desafios postos aos profissionais, famílias, estudantes, militantes e pesquisadores do campo da educação escolar de nosso país. Como síntese das conclusões alcançadas, vislumbra-se a necessidade de profundas mudanças no ensino universitário e na formação docente, principalmente no que se refere ao enfrentamento da lógica e ética privatista, elitista, pragmática e utilitarista que vêm, historicamente, hegemonizando esses campos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para problematizar los desafíos planteados a la realización de la actividad de estudio en el contexto de la educación superior pública brasileña, especialmente en los cursos de formación de profesores, este ensayo teórico teje el siguiente recorrido argumentativo: consideraciones sobre el proyecto político-social y educativo asumido históricamente por la universidad pública brasileña y el necesario proyecto de una formación inspirada en los principios de la psicología histórico- cultural, marco teórico-metodológico que sustenta el debate planteado; reflexiones sobre los problemas históricos de la formación docente en Brasil y la hegemonía privatista en este campo y, finalmente, se discute sobre los límites que determinan las condiciones concretas de estudio de los estudiantes universitarios en el ámbito de la permanencia y salud mental. A partir de estas claves de análisis, pretendemos defender la tesis de que el poder crítico y revolucionario de la psicología histórico-cultural, existente en su marco teórico y metodológico, contribuirá al enfrentamiento de los problemas educativos brasileños en la medida en que partamos de un análisis concreto de las condiciones, problemas, contradicciones y desafíos planteados a los profesionales, familias, estudiantes, militantes e investigadores en el campo de la educación escolar en nuestro país. Como síntesis de las conclusiones alcanzadas, vislumbramos la necesidad de cambios profundos en la educación universitaria y en la formación de profesores, especialmente en lo que se refiere a la confrontación de la lógica y la ética privatistas, elitistas, pragmáticas y utilitaristas que históricamente han hegemonizado esos campos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this theoretical essay, we aim to discuss the challenges related to the realization of studying activities in Brazilian public universities, especially in teacher education programs. To support this debate, we first analyze the social and educational project historically adopted by Brazilian public universities and the necessary project for education inspired by the principles of historical-cultural psychology. We also reflect on the historical problems in teacher education in Brazil and the dominance of privatization in this field. Lastly, we discuss the limits that define the concrete conditions of studying for teacher education students in the context of student retention and mental health. Based on these analytical, the aim is to defend the thesis that the critical and revolutionary power of historical-cultural psychology, expressed through its theoretical- methodological framework, will contribute to addressing the educational problems in Brazil as we start from a concrete analysis of the conditions, problems, contradictions, and challenges faced by professionals, families, students, activists, and researchers in the field of school education in our country. As a synthesis of the conclusions reached, there is a perceived need for profound changes in university education and teacher training, especially regarding the confrontation of the logic and ethics of privatism, elitism, pragmatism, and utilitarianism that have historically dominated these fields.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Histórico- Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Atividade de estudo]]></kwd>
<kwd lng="es"><![CDATA[Psicología Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Actividad de estudio]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Psychology]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Study activity]]></kwd>
</kwd-group>
</article-meta>
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