<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000400182</article-id>
<article-id pub-id-type="doi">10.1590/198053146641</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PAIS PROFESSORES HOMENS E O ACOMPANHAMENTO DA VIDA ESCOLAR DOS FILHOS]]></article-title>
<article-title xml:lang="en"><![CDATA[MALE TEACHERS WHO ARE FATHERS AND THE MONITORING OF CHILDREN&#8217;S SCHOOL LIFE]]></article-title>
<article-title xml:lang="fr"><![CDATA[PÈRES ENSEIGNANTS ET LE SUIVI DE LA VIE SCOLAIRE DE LEURS ENFANTS]]></article-title>
<article-title xml:lang="es"><![CDATA[PADRES PROFESORES HOMBRES Y EL SEGUIMIENTO DE LA VIDA ESCOLAR DE LOS HIJOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rosilane Katia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Marlice de Oliveira e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>174</numero>
<fpage>182</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000400182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000400182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000400182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute as práticas educativas desenvolvidas na escolarização dos filhos por dez pais professores homens, residentes em cinco cidades do estado de Minas Gerais. Primeiramente, realizamos um levantamento na Superintendência Regional de Ensino de Ouro Preto, objetivando identificar o número de professores/as em atuação na educação básica e, posteriormente, procedemos à escolha dos sujeitos. Em seguida, aplicamos um questionário aos pais professores para traçar o perfil sociológico, profissional e educacional e entrevistas semiestruturadas que tiveram como foco as dinâmicas e práticas educativas familiares. Os resultados indicam que os pais professores homens, com uma carga horária de trabalho docente extensa, monitoram a vida escolar dos filhos, sem, no entanto, exercer forte regulação e controle das atividades escolares e extraescolares, e se mantêm, muitas vezes, nos bastidores do processo de acompanhamento familiar da escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses the educational practices developed regarding children&#8217;s schooling by ten male teachers, who are fathers, living in five cities in the state of Minas Gerais. First, we conducted a survey at the Regional Teaching Superintendence of Ouro Preto aiming to identify the number of teachers working in basic education, and then, we proceeded to the choice of subjects. Next, the male teachers, who are fathers, answered a questionnaire to assess their sociological, professional and educational profile and we conducted semi-structured interviews focused on family educational dynamics and practices. The results indicate that male teachers, who are also fathers, with an extensive teaching workload, play a role in monitoring their children&#8217;s school life. However, they do not exercise strong regulation and control of school and extra school activities, and often remain behind the scenes in the process of family schooling monitoring.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse des pratiques éducatives mises en oeuvre par dix pères enseignants résidant dans cinq villes de l&#8217;État de Minas Gerais, concernant la scolarisation de leurs enfants. Nous avons d&#8217;abord rélèvé à la Superintendência Regional de Ensino de Ouro Preto [Direction Régionale de l&#8217;Enseignement de la ville d&#8217;Ouro Preto] le nombre d&#8217;enseignantes dans l&#8217;enseignement primaire et au collège et ensuite nous avons choisi les participants. Nous avons soumis un questionnaire aux pères enseignants pour établir leur profil sociologique, professionnel et éducatif et réalisé des entrevues semi-structurées axées sur la dynamique et les pratiques éducatives familiales. Les résultats indiquent que les pères enseignants, ayant une charge importante de travail, accompagnent la vie scolaire de leurs enfants sans toutefois exercer un fort contrôle sur leurs activités scolaires et extrascolaires et qu&#8217;ils demeurent le plus souvent dans les coulisses du processus de suivi familial de la scolarité.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza las prácticas educativas desarrolladas en la escolarización de los hijos por parte de diez padres maestros, que residen en cinco ciudades del estado de Minas Gerais. Primero, realizamos una encuesta en la Superintendencia Regional de Enseñanza en Ouro Preto, con el objetivo de identificar el número de maestros que trabajan en educación básica y, posteriormente, elegimos a las personas. Luego, aplicamos un cuestionario a los padres profesores para elaborar el perfil sociológico, profesional y educativo y entrevistas semiestructuradas que se centraron en la dinámica y prácticas educativas familiares. Los resultados indican que los padres profesores hombres, con una gran carga de trabajo docente, monitorean la vida escolar de sus hijos sin, no obstante, ejercer una fuerte regulación y control de las actividades escolares y extraescolares, y a menudo permanecen en segundo plano en el proceso de seguimiento familiar de la escolarización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PAIS PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICAS EDUCATIVAS]]></kwd>
<kwd lng="pt"><![CDATA[FILHOS]]></kwd>
<kwd lng="pt"><![CDATA[ESCOLARIZAÇÃO]]></kwd>
<kwd lng="en"><![CDATA[FATHERS TEACHERS]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL PRACTICE]]></kwd>
<kwd lng="en"><![CDATA[CHILD]]></kwd>
<kwd lng="en"><![CDATA[SCHOOLING]]></kwd>
<kwd lng="fr"><![CDATA[PÈRES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[PRATIQUES ÉDUCATIVES]]></kwd>
<kwd lng="fr"><![CDATA[ENFANTS]]></kwd>
<kwd lng="fr"><![CDATA[SCOLARISATION]]></kwd>
<kwd lng="es"><![CDATA[PADRES PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICAS EDUCATIVAS]]></kwd>
<kwd lng="es"><![CDATA[HIJOS]]></kwd>
<kwd lng="es"><![CDATA[ESCOLARIZACIÓN]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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