<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100401</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698215216</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CÓDIGO DE ÉTICA DOCENTE: UM DILEMA]]></article-title>
<article-title xml:lang="es"><![CDATA[CÓDIGO DE ÉTICA DOCENTE: UN DILEMA]]></article-title>
<article-title xml:lang="en"><![CDATA[CODE OF ETHICS FOR TEACHERS: A DILEMMA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[PAULO FRAGA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ISHII]]></surname>
<given-names><![CDATA[IONE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KRASILCHIK]]></surname>
<given-names><![CDATA[MYRIAM]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Os cursos de formação docente têm priorizado o domínio cognitivo em detrimento do afetivo, com forte componente ético próprio do cotidiano acadêmico. A partir de dilemas éticos constatados no exercício docente, sentimos a necessidade de trazer um panorama dos aspectos abordados pela literatura pertinente ao tema e de alguns códigos de ética docente. A adoção ou não desses códigos é um tema polêmico. Este texto tem o objetivo de trazer à tona essa polêmica como contribuição para a profissionalização dos professores, para que eles sejam capazes de antecipar as situações de dilemas éticos que acontecem na escola, em sua complexidade e contradição, dando a estas um melhor encaminhamento. Com isso, espera-se que o futuro professor esteja mais preparado para o enfrentamento dessas situações no relacionamento com os alunos, os colegas e as instituições. A análise dos dilemas existentes na escola pode resultar em decisões mais justas que considerem, além das perspectivas acadêmicas e institucionais, também os aspectos humanos. Nossa proposta é a de que essa discussão seja amplamente abordada nos cursos de formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Los cursos de formación docente vienen priorizando el dominio cognitivo en detrimento del afectivo, con un fuerte componente ético propio del cotidiano académico. A partir de dilemas éticos constatados en el ejercicio docente, sentimos la necesidad de traer un panorama de los aspectos abordados por la literatura pertinente a la temática y de algunos códigos de ética docente. La adopción o no de esos códigos es un tema polémico. Este texto tiene el objetivo de traer a la luz esa polémica como contribución para la profesionalización de los profesores, para que ellos sean capaces de anticipar las situaciones de dilemas éticos que ocurren en la escuela, en su complejidad y contradicción, dándole a ésas un mejor encaminamiento. Con eso, se espera que el futuro profesor esté más preparado para el enfrentamiento de esas situaciones en la relación con los alumnos, los colegas y las instituciones. El análisis de los dilemas existentes en la escuela puede resultar en decisiones más justas que consideren, además de las perspectivas académicas e institucionales, también los aspectos humanos. Nuestra propuesta es la de que esa discusión sea ampliamente abordada en los cursos de formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Teacher training courses have been prioritizing the cognitive domain at the expense of the affective domain with a strong ethical component characteristic of the academic routine. Ethical dilemmas faced in the teaching practice inspired us to bring an overview of aspects addressed by the literature and some codes of ethics for teachers. Adopting these codes or not is a controversial issue. This text aims to bring up this controversy as a contribution to the professionalization of educators, so that they are able to anticipate ethical dilemmas situation at school, in its complexity and contradiction, giving them a better forwarding. Thus, it is expected that future teachers will be prepared to face these situations in students, colleagues and institutions relationship. An analysis of the dilemmas that there are at school can result in more fair decisions which also consider, besides to academic and institutional perspectives, the human aspects. Our proposal is that this discussion shall be broadly covered in teacher training courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Códigos de Ética]]></kwd>
<kwd lng="pt"><![CDATA[Valores]]></kwd>
<kwd lng="es"><![CDATA[Ética, Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Códigos de Ética, Valores]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Codes Of Ethics]]></kwd>
<kwd lng="en"><![CDATA[Values]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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