<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352014000200029</article-id>
<article-id pub-id-type="doi">10.5238/2015v49i350003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ser professor não é fácil]]></article-title>
<article-title xml:lang="en"><![CDATA[Not easy to be teacher]]></article-title>
<article-title xml:lang="es"><![CDATA[No es fácil ser profesor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesuino]]></surname>
<given-names><![CDATA[Jorge Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<volume>49</volume>
<numero>35</numero>
<fpage>29</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352014000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352014000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352014000200029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O papel de professor no ensino secund&#225;rio &#233; examinado em seus modelos de gest&#227;o e lideran&#231;a, requerendo-se compet&#234;ncias-t&#233;cnicas, dependentes de conting&#234;ncias espec&#237;ficas. O exerc&#237;cio docente depende tanto das suas caracter&#237;sticas disposicionais e dos constrangimentos situacionais, como tamb&#233;m dos factores sist&#234;micos das pol&#237;ticas e culturas pedag&#243;gicas. As pedagogias da ess&#234;ncia com vis&#227;o humanista privilegiam as rela&#231;&#245;es verticais, as pedagogias da exist&#234;ncia, mais horizontais, acentuam a personaliza&#231;&#227;o pedag&#243;gica, o respeito pelo aluno e o desenvolvimento da coopera&#231;&#227;o e da iniciativa. No caso portugu&#234;s, o sistema acusa turbul&#234;ncia sem ter encontrado um equil&#237;brio, o que contribui para a ambiguidade do papel do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The role of teacher at the high-school level is examined in the conceptual models of management and leadership requiring competencies-technical in accordance to contingent requirements. Effective teaching depends on dispositional and situational features, but also on the systemic constraints on policies and pedagogical cultures. The pedagogies of the essence with humanistic vision are more vertical, whereas the pedagogies of existence are more horizontal emphasizing pedagogical personalization, respect towards the student and development of cooperation and initiative. In the Portuguese case, the system is still turbulent without find a balance and it contribute to the ambiguity of the role of teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El papel del profesoren la educaci&#243;n secundaria es examinado en los modelos conceptuales de gesti&#243;ny liderazgo, requiriendo habilidades t&#233;cnicas dependientes de contingencias. El ejercicio dela profesi&#243;n de docente depende de caracter&#237;sticas disposicionales y limitacion es situacionales, tambi&#233;n de factores sist&#233;micos de pol&#237;ticas y culturas pedag&#243;gicas. Las pedagog&#237;as esencialistas con visi&#243;n humanista son m&#225;s verticales, mientras las pedagog&#237;as existencialistas son m&#225;s horizontales, subrayando personalizaci&#243;n pedag&#243;gica, respeto por el alumno y desarrollo de la cooperaci&#243;n e iniciativa. En el caso portugu&#233;s, el sistema a&#250;n tiene turbulencia sin encontrar un equilibrio, lo que contribuye ala ambig&#252;edad del rol de profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissão Docente]]></kwd>
<kwd lng="pt"><![CDATA[Gestão e Liderança]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Secundário em Portugal]]></kwd>
<kwd lng="en"><![CDATA[Teacher Profession]]></kwd>
<kwd lng="en"><![CDATA[Management and Leadership]]></kwd>
<kwd lng="en"><![CDATA[High School in Portugal]]></kwd>
<kwd lng="es"><![CDATA[Profesión Docente]]></kwd>
<kwd lng="es"><![CDATA[Gestión y Liderazgo]]></kwd>
<kwd lng="es"><![CDATA[Educación Secundaria in Portugal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
