<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432024000100218</article-id>
<article-id pub-id-type="doi">10.1590/2175-6236131966vs01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que Dizem as Diretrizes Curriculares Nacionais de Formação de Professores sobre o Desenvolvimento Profissional Docente no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[What the National Curriculum Guidelines for Teacher Training say about Teacher Professional Development in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Clenya Ruth Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Solange Helena Ximenes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Oeste do Pará  ]]></institution>
<addr-line><![CDATA[Santarém PA]]></addr-line>
<country>Brasil</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>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432024000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo concentra-se na análise do Desenvolvimento Profissional Docente (DPD) e da política curricular atualmente em vigor no cenário educacional brasileiro. O objetivo principal deste estudo é compreender como os documentos que versam sobre as políticas curriculares no Brasil delineiam e avaliam o Desenvolvimento Profissional Docente (DPD) nos cursos de formação de professores, bem como investigar o enfoque temático atribuídos ao DPD nesses documentos. O método empregado baseia-se em uma abordagem bibliográfica respaldada por pesquisa documental. A análise crítica desses documentos direciona um DPD fundamentado na aquisição, por parte dos professores, de competências e habilidades sustentadas por estratégias de formação homológicas. Destacamos como benéfico o reconhecimento do desenvolvimento contínuo, que supera a concepção episódica de formação. Nesse contexto, sublinhamos a abordagem colaborativa como uma estratégia fundamental para o Desenvolvimento Profissional Docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on the analysis of Teaching Professional Development (DPD) and the curriculum policy currently in force in the Brazilian educational scenario. The main objective of this study is to understand how the documents that deal with curriculum policies in Brazil outline and evaluate the Teacher Professional Development (DPD) in teacher training courses, as well as to investigate the thematic focus attributed to the DPD in these documents. The method employed is based on a bibliographic approach supported by documentary research. The critical analysis of these documents directs a DPD based on the acquisition, by teachers, of competencies and skills supported by homological training strategies. We highlight as beneficial the recognition of continuous development, which goes beyond the episodic conception of education. In this context, we underline the collaborative approach as a fundamental strategy for Teacher Professional Development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[BNC-Formação]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Guidelines]]></kwd>
<kwd lng="en"><![CDATA[BNC-Formation]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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