<?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>S0102-46982021000100161</article-id>
<article-id pub-id-type="doi">10.1590/0102-469826304</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UTOPIAS NA DOCÊNCIA EM HISTÓRIA: DIÁLOGOS COM PROFESSORES FRANCESES]]></article-title>
<article-title xml:lang="es"><![CDATA[UTOPÍAS EN LA DOCENCIA EN HISTORIA: DIÁLOGOS CON PROFESORES FRANCESES]]></article-title>
<article-title xml:lang="en"><![CDATA[UTOPIAS IN HISTORY TEACHING: DIALOGUES WITH FRENCH TEACHERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PACIEVITCH]]></surname>
<given-names><![CDATA[CAROLINE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este texto explora discursos de professores de histoire-géographie sobre a docência em História expressos em editoriais de duas revistas publicadas por associações docentes francesas: Historiens &amp; Géographes e Les Clionautes (1998-2016). Problematizam-se as utopias políticas e educacionais percebidas nesses documentos, a fim de complexificar o olhar sobre os discursos que percorrem a formação de professores de História. Foram selecionados os editoriais que tratavam sobre formação de professores de História, destacando os que, de alguma maneira, expressavam utopias político-educacionais. Utopias são entendidas como narrativas fundadas em crítica ao tempo presente e que projetam futuros melhores, na esteira do Princípio Esperança de Ernst Bloch. A análise permitiu identificar diversas categoriais, sendo que, neste artigo, o foco é na didática e no papel da História no futuro dos estudantes. Dialogar com as revistas francesas, escritas por professores de histoire-géographie da educação básica, evidenciou que o foco nas utopias torna pouco importantes as dicotomias entre história e ensino. Conclui-se que, quando professores de História são provocados a falar sobre seus sonhos, perspectivas e responsabilidades profissionais, a atenção se desloca da repetição dos enunciados mais frequentes em direção a outros percursos, sempre inéditos, provocados pelos encontros com os estudantes e a história, na vida da sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El texto explora discursos de profesores de histoire-géographie sobre la docencia en Historia expresos en editoriales de dos revistas publicadas por asociaciones docentes francesas: Historiens &amp; Géographes y Les Clionautes (1998-2016). Se problematizan las utopías políticas y educacionales percibidas en los documentos, para dejar compleja la mirada sobre los discursos que involucran la formación docente en Historia. Se han seleccionado los editoriales que trataban de la formación de profesores de Historia, con destaque para los que, de alguna manera, expresaban utopías político-educacionales. Se comprenden las utopías como narrativas fundamentadas en una crítica al tiempo presente y que proyectan futuros mejores, basado en el Principio Esperanza de Ernst Bloch. El análisis posibilitó identificar distintas categorías, pensando que este artículo se concentra en la didáctica y en el rol de la Historia en el futuro de los estudiantes. El diálogo con las revistas francesas, escritas por profesores de histoire-géographie de la educación básica, evidenció que el enfoque de las utopías vuelve poco relevantes las dicotomías entre historia y enseñanza. La conclusión es que, cuando los profesores de historia son provocados a hablar de sus sueños, perspectivas y responsabilidades profesionales, la atención se traslada de la repetición de los enunciados más frecuentes en dirección a otros caminos siempre inéditos, provocados por los encuentros con los estudiantes y con la Historia, en la vida del aula de clase.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This text explores discourses of histoire-géographie teachers about teaching in History expressed in editorials of two journals published by French teaching associations: Historiens &amp; Géographes and Les Clionautes (1998-2016). The political and educational utopias perceived in these documents are problematized in order to complexify the look at the discourses that run through the training of history teachers. The editorials that dealt with history teacher education were selected, highlighting those that, in some way, expressed political-educational utopias. Utopias are understood as narratives based on criticism of the present time and that project better futures, in the wake of Ernst Bloch's Principle of Hope. The analysis has allowed us to identify several categorical ones, and in this article the focus is on didactics and the role of History in the future of students. Dialoguing with French journals, written by basic education histoire-géographie teachers, evidenced that the focus on utopias makes the dichotomies between history and teaching unimportant. It is concluded that when history teachers are provoked to talk about their dreams, perspectives and professional responsibilities, attention shifts from the repetition of the most frequent statements towards other paths, always unpublished, provoked by encounters with students and history, in the life of the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[utopias]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Historia]]></kwd>
<kwd lng="es"><![CDATA[utopías]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[utopias]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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