<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432018000300043</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2018.v27.n53.p43-59</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A REESTRUTURAÇÃO DA PROFISSÃO DOCENTE NO CONTEXTO DA NOVA GESTÃO PÚBLICA NA AMÉRICA LATINA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE RESTRUCTURING OF TEACHING PROFESSION IN THE CONTEXT OF NEW PUBLIC MANAGEMENT IN LATIN AMERICA]]></article-title>
<article-title xml:lang="es"><![CDATA[LA REESTRUCTURACIÓN DE LA PROFESIÓN DOCENTE EN EL CONTEXTO DE LA NUEVA GESTIÓN PÚBLICA EN AMÉRICA LATINA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Dalila Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFMG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>27</volume>
<numero>53</numero>
<fpage>43</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432018000300043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432018000300043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432018000300043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo discute mudanças ocorridas na profissão docente, nas duas últimas décadas no contexto latino-americano, com da introdução da Nova Gestão Pública (NGP). Procura demonstrar como os princípios da NGP vão se impondo na orientação das políticas públicas traduzindo-se em normas, procedimentos administrativos e em práticas que vão transformando valores e identidades junto aos profissionais docentes. Esse discurso penetra o campo da formação docente e das práticas profissionais no sistema educacional, revelando intencionalidades convergentes com os objetivos da reforma em relação aos processos escolares, determinando novas lógicas de organização e gestão que interferem nas relações de trabalho promovendo a reestruturação da profissão docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article discusses changes in the teaching profession, in the last two decades in the Latin American context, with the introduction of the New Public Management (NPM). It seeks to demonstrate how the principles of NPM are being imposed in the orientation of public policies, translating into norms, administrative procedures and practices that are transforming values and identities with the teaching professionals. This discourse penetrates the field of teacher education and professional practices in the educational system, revealing intentionalities convergent with the reform objectives in relation to the school processes, determining new logics of organization and management that interfere in the labor relations promoting the restructuring of the teaching profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo discute cambios ocurridos en la profesión docente, en las dos últimas décadas en el contexto latinoamericano, con la introducción de la Nueva Gestión Pública (NGP). Se busca demostrar cómo los principios de la NGP se van imponiendo en la orientación de las políticas públicas traduciéndose en normas, procedimientos administrativos y en prácticas que van transformando valores e identidades junto a los profesionales docentes. Este discurso penetra el campo de la formación docente y de las prácticas profesionales en el sistema educativo, revelando intencionalidades convergentes con los objetivos de la reforma en relación a los procesos escolares, determinando nuevas lógicas de organización y gestión que interfieren en las relaciones de trabajo promoviendo la reestructuración de la profesión docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[Nova gestão pública]]></kwd>
<kwd lng="pt"><![CDATA[Novo profissionalismo]]></kwd>
<kwd lng="en"><![CDATA[Teaching profession]]></kwd>
<kwd lng="en"><![CDATA[New public management]]></kwd>
<kwd lng="en"><![CDATA[New professionalism]]></kwd>
<kwd lng="es"><![CDATA[Profesión docente]]></kwd>
<kwd lng="es"><![CDATA[Nueva gestión pública]]></kwd>
<kwd lng="es"><![CDATA[Nuevo profesionalismo]]></kwd>
</kwd-group>
</article-meta>
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