<?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>S0100-15742023000100506</article-id>
<article-id pub-id-type="doi">10.1590/198053149898</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES: NOVA RACIONALIDADE VIA EXTENSÃO UNIVERSITÁRIA]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DE PROFESORES: NUEVA RACIONALIDAD A TRAVÉS DE LA EXTENSIÓN UNIVERSITARIA]]></article-title>
<article-title xml:lang="fr"><![CDATA[FORMATION DES ENSEIGNANTS: NOUVELLE RATIONALITÉ À TRAVERS L&#8217;EXTENSION UNIVERSITAIRE]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION: A NEW RATIONALITY VIA UNIVERSITY OUTREACH]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Maria Celeste Souza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Silvar Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia (UNEB)  ]]></institution>
<addr-line><![CDATA[Senhor do Bonfim BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia (UNEB)  ]]></institution>
<addr-line><![CDATA[Camaçari BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100506&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100506&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100506&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva correlacionar os princípios e as diretrizes da extensão com as políticas de formação de professores e de ação na escola pública. Para isso foram consideradas a Resolução n. 2/2015, a Resolução n. 2/2019 e a Base Nacional Comum Curricular (BNCC). A abordagem qualitativa foi realizada com análise categorial temática pelo software MAXQDA para extrair possíveis correlações entre as políticas de formação e ação. O aporte teórico de formação para autonomia e compromisso social subsidiou a ótica de análise, considerando a extensão universitária como campo educativo-formativo-científico-social que possibilita uma formação docente crítico- -emancipadora. Os resultados indicam que a extensão é o locus de referência para dar respostas criativas às políticas educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo correlacionar los principios y las directrices de la extensión con las políticas de formación de profesores y de acción en la escuela pública. Para eso fueron consideradas la Resolución n. 2/2015, la Resolución n. 2/2019 y la Base Nacional Comum Curricular [Base Nacional Común Curricular] (BNCC). El abordaje cualitativo fue realizado con análisis categórico temático utilizando el software MAXQDA para extraer posibles correlaciones entre las políticas de formación y acción. El aporte teórico de la formación para la autonomía y el compromiso social subsidió la perspectiva de análisis, considerando la extensión universitaria como un campo educativo-formativo-científico-social que posibilita una formación docente crítico-emancipadora. Los resultados indican que la extensión es el locus de referencia para dar respuestas creativas a las políticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article vise à relier les principes et les lignes directrices de l&#8217;extension universitaire avec les politiques de formation des enseignants et d&#8217;action publique dans le domaine éducatif. Pour ce faire, la Résolution n. 2/2015, la Résolution n. 2/2019 et la Base Nacional Comum Curricular [Base nationale commune curriculaire] (BNCC) ont été prises en compte. Dans le cadre de cette recherche d&#8217;approche qualitative, une analyse catégorielle thématique a été réalisée par le logiciel MAXQDA, afin d&#8217;extraire de possibles corrélations entre les politiques de formation et d&#8217;action. L&#8217;apport théorique sur la formation à l&#8217;autonomie critique et à l&#8217;engagement social a étayé la perspective de l&#8217;analyse, en considérant l&#8217;extension universitaire comme un champ aussi bien éducatif et formatif que scientifique et social qui permet une formation enseignante à la fois critique et émancipatrice. Les résultats indiquent que l&#8217;extension est le locus de référence pour donner des réponses créatives aux politiques éducatives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to correlate outreach principles and guidelines with policies on teacher education and on action in the public school. To that end, the study considered Resolution n. 2/2015, Resolution n. 2/2019 and the Base Nacional Comum Curricular [National Common Curriculum Base] (BNCC). The qualitative approach was carried out using thematic analysis with the software MAXQDA to extract possible correlations between education and action policies. The theoretical framework on education for autonomy and social commitment informed the analysis perspective, considering university outreach as an educational-scientific-social field which enables a critical- emancipatory teacher education. Results indicate that outreach is the reference locus for providing creative responses to education policies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EXTENSÃO UNIVERSITÁRIA]]></kwd>
<kwd lng="pt"><![CDATA[POLÍTICA DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[PENSAMENTO COMPLEXO]]></kwd>
<kwd lng="pt"><![CDATA[RACIONALIDADE]]></kwd>
<kwd lng="es"><![CDATA[EXTENSIÓN UNIVERSITARIA]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICA EDUCATIVA]]></kwd>
<kwd lng="es"><![CDATA[PENSAMIENTO COMPLEJO]]></kwd>
<kwd lng="es"><![CDATA[RACIONALIDAD]]></kwd>
<kwd lng="fr"><![CDATA[EXTENSION UNIVERSITAIRE]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUE ÉDUCATIVE]]></kwd>
<kwd lng="fr"><![CDATA[PENSÉE COMPLEXE]]></kwd>
<kwd lng="fr"><![CDATA[RATIONALITÉ]]></kwd>
<kwd lng="en"><![CDATA[UNIVERSITY OUTREACH]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION POLICY]]></kwd>
<kwd lng="en"><![CDATA[COMPLEX THINKING]]></kwd>
<kwd lng="en"><![CDATA[RATIONALITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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