<?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>S0102-46982024000100216</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698-38360</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NÃO É NINGUÉM, É O PROFESSOR! SOBRE A FIGURA DOCENTE E O SEU OFÍCIO]]></article-title>
<article-title xml:lang="es"><![CDATA[¡NO ES NADIE, ES EL MAESTRO! SOBRE LA FIGURA DOCENTE Y SU OFICIO]]></article-title>
<article-title xml:lang="en"><![CDATA[IT'S NOBODY, IT'S THE TEACHER! ABOUT THE FIGURE OF THE TEACHERS AND THEIR ROLE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FANIZZI]]></surname>
<given-names><![CDATA[CAROLINE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[JOSÉ SÉRGIO FONSECA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></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>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo visa examinar de que modo os esforços empreendidos no sentido de substituir a pessoalidade da ação docente pela tecnicidade impessoal de sua atividade afetam o professor e o ofício docente. O discurso de tecnicização da educação, discurso estruturado em torno de uma pretendida completude, centralidade e autonomia da dimensão técnica e metodológica do educar, concebe a educação como uma atividade que prescinde da presença de um alguém, de um sujeito a quem se faz possível o usufruto de um lugar de ação e enunciação. O que resta ao ofício docente diante dos esforços que visam reduzi-lo a uma atividade guiada pela lógica da produção fabril, marcada pela repetição automatizada de processos que independem da unicidade e pessoalidade daquele que a realiza? Estaria essa condição relacionada a queixas, adoecimentos, sentimentos de desvalorização e impotência frequentemente enunciados pelos professores? O exame desses questionamentos será feito à luz de uma fenomenologia das atividades humanas, tal como a concebe Hannah Arendt, e de escritos que buscam compreender a educação a partir dos aportes da psicanálise.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo tiene como objetivo examinar cómo los esfuerzos realizados para reemplazar la personalidad de la acción docente por la tecnicidad impersonal de su actividad afectan al profesor y a la profesión docente. El discurso de la tecnificación de la educación, discurso estructurado alrededor de lo completo pretendido, de la centralidad y autonomía de la dimensión técnica y didáctica pretendidas, concibe la educación como una actividad que no requiere la presencia de alguien, de un sujeto pasible de usufructuar de un lugar de acción y enunciación. ¿Qué queda de la docencia frente a los esfuerzos encaminados a reducirla a una actividad guiada por la lógica de la producción fabril, marcada por la repetición automatizada de procesos independientes de la singularidad y personalidad de quien realiza la actividad? ¿Estaría relacionada esta condición con los malestares, enfermedades, sentimientos de desvaloración e impotencia frecuentemente mencionados por los docentes? El análisis de estas cuestiones se hará a la luz de una fenomenología de las actividades humanas, tal como la concibe Hannah Arendt, y de escritos que buscan comprender la educación a partir de los aportes del psicoanálisis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aims to examine how efforts that seek to replace the personality of the teaching action by the impersonal technicality of its activity affect the teacher and the teaching profession. The discourse of technicization of education, a discourse structured around the intended completeness, centrality, and autonomy of the technical and methodological dimension of education, conceives education as an activity that does not require the presence of someone, the presence of a subject to whom it is possible to enjoy a place of action and enunciation. What does the teacher do in the face of efforts to reduce teaching to an activity guided by the logic of factory production, marked by the automated repetition of processes that are independent of the uniqueness and personality of the one who performs it? Would this condition be related to the complaints, illnesses, feelings of devaluation, and impotence frequently mentioned by teachers? The examination of these questions will be done in the light of a phenomenology of human activities, as conceived by Hannah Arendt, and of writings that seek to understand education from the contributions of psychoanalysis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ofício docente]]></kwd>
<kwd lng="pt"><![CDATA[tecnicização da educação]]></kwd>
<kwd lng="pt"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[psicanálise na educação]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[tecnificación de la educación]]></kwd>
<kwd lng="es"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[psicoanálisis en la educación]]></kwd>
<kwd lng="en"><![CDATA[teaching craft]]></kwd>
<kwd lng="en"><![CDATA[technicization of education]]></kwd>
<kwd lng="en"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="en"><![CDATA[philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[psychoanalysis in education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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