<?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>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352018000300111</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2018v56n49ID14405</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Norteamentos da política de formação dos professores da educação básica no Brasil (2007-2014)]]></article-title>
<article-title xml:lang="en"><![CDATA[Guidelines for training teachers policy for elementary education in Brazil (2007-2014)]]></article-title>
<article-title xml:lang="es"><![CDATA[Direccionamientos de la política de formación de los profesores de la educación básica en Brasil (2007-2014)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Melânia Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>56</volume>
<numero>49</numero>
<fpage>111</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352018000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352018000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352018000300111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva explicitar, criticamente, norteamentos da pol&#237;tica de forma&#231;&#227;o dos professores para a educa&#231;&#227;o b&#225;sica brasileira, no per&#237;odo 2007-2014, apontando aproxima&#231;&#245;es das indica&#231;&#245;es de organismos multilaterais e do governo federal brasileiro. Nessa dire&#231;&#227;o, toma, como fonte e objeto de an&#225;lise, documentos da Organiza&#231;&#227;o para a Coopera&#231;&#227;o e Desenvolvimento Econ&#244;mico (OCDE), do Banco Mundial (BM) e do Instituto de Pesquisa Econ&#244;mica Aplicada (IPEA), respectivamente. Articulada &#224; literatura referente &#224; pol&#237;tica de forma&#231;&#227;o de professores da educa&#231;&#227;o b&#225;sica na primeira d&#233;cada do s&#233;culo XXI, a an&#225;lise das referidas orienta&#231;&#245;es constata converg&#234;ncias das formula&#231;&#245;es do IPEA &#224;s da OCDE e BM, no que concerne &#224; fragiliza&#231;&#227;o da forma&#231;&#227;o inicial do docente, bem como aponta para o risco de a forma&#231;&#227;o universit&#225;ria ser substitu&#237;da por certifica&#231;&#245;es alternativas, ou por provas nacionais de ingresso no magist&#233;rio, permitindo atrair profissionais de outras &#225;reas para o exerc&#237;cio profissional como professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to explain, critically, guidelines of the teacher training policy for Brazilian elementary education, in the period 2007-2014, indicating its approximations from the guidelines presented by multilateral organizations and the Brazilian federal government. In this direction, it takes, as source and subject of analysis, documents of the Organization for Economic Cooperation and Development (OECD), the World Bank and the Brazilian Institute of Applied Economics Research (originally IPEA), respectively. Linked to the literature on the policy of teacher education in elementary education in the first decade of the 21st century, the analysis of these guidelines confirms the convergence of the IPEA formulations and those by the OECD and World Bank, regarding the weakening of initial teacher education, as well as points to the risk that the university education will be replaced by alternative certificates or national exams to join the magisterium, allowing to attract professionals from other areas to practice as teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo objetiva explicitar, cr&#237;ticamente, direccionamientos de la pol&#237;tica de la formaci&#243;n de profesores para la educaci&#243;n b&#225;sica brasile&#241;a, en el per&#237;odo 2007-2014, apuntando aproximaciones de las indicaciones de organismos multilaterales al gobierno federal brasile&#241;o. En esa direcci&#243;n, toma como fuente e objeto de an&#225;lisis documentos de la Organizaci&#243;n para la Cooperaci&#243;n y el Desarrollo Econ&#243;mico (OCDE), del Banco Mundial (BM) y del Instituto de Pesquisa Econ&#243;mica Aplicada (IPEA), respectivamente. Articulada a la literatura sobre la pol&#237;tica de formaci&#243;n de profesores de la educaci&#243;n b&#225;sica en la primera d&#233;cada del siglo XXI, el an&#225;lisis de las referidas orientaciones constata convergencias de las formulaciones del IPEA con la OCDE y BM, en lo que concierne a la fragilizaci&#243;n de la formaci&#243;n inicial del profesor, as&#237; como apunta para el riesgo de que la formaci&#243;n universitaria sea sustituida por certificaciones alternativas, o por ex&#225;menes nacionales de ingreso en el magisterio, permitiendo atraer profesionales de otras &#225;reas para o ejercicio profesional como profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Certificação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teachers certification]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
<kwd lng="es"><![CDATA[Política educacional]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Certificación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
</kwd-group>
</article-meta>
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</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
</person-group>
<source><![CDATA[<strong>Pol&#237;ticas de forma&#231;&#227;o de professores nos Estados Unidos</strong>: como e por que elas afetam v&#225;rios pa&#237;ses no mundo]]></source>
<year></year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
