<?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>S0104-70432022000200220</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n66.p220-233</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COMPOSIÇÕES COMPLEXAS DE UMA FORMAÇÃO: ENTRE A MATÉRIA-PRIMA E A OBRA-PRIMA DO PROFESSOR]]></article-title>
<article-title xml:lang="en"><![CDATA[COMPLEX COMPOSITIONS OF A FORMATION: BETWEEN THE RAW MATERIAL AND THE TEACHER&#8217;S MASTERPIECE]]></article-title>
<article-title xml:lang="es"><![CDATA[COMPOSICIONES COMPLEJAS DE UNA FORMACIÓN: ENTRE LA MATERIA PRIMA Y LA OBRA MAESTRA DEL MAESTRO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Luciana Pacheco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Alan Willian de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora Faculdade de Educação Programa de Pós-graduação em Educação]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>66</numero>
<fpage>220</fpage>
<lpage>233</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000200220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com base no referencial teórico do pensamento complexo (MORIN, 2007a, 2008a), escrevemos sobre o exercício do professor em meio aos desafios da educação atual. Nosso objetivo se constituiu em problematizar sobre composições da construção do conhecimento do professor e como a conscientização destes pode ser o próprio rearranjo de sua formação. Entre o que ensinar e o que aprender; entre o como, o porquê e o para quê do exercício do professor existe o mundo. Sinalizamos que o exercício do professor precisa ser um percurso atencioso, perceptivo e coerente, compartilhado na relação com o mundo, onde constrói permanentemente a matéria-prima e a obra-prima de seu conhecimento para além de um utilitarismo. Perguntamos: qual(is) seria a matéria-prima do professor? Qual(is) seria a obra-prima do professor? Neste percurso, propomos outras vias que possibilitem o professor compreender e questionar os implícitos de seu ser e saber para além de uma pedagogia da transmissão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on the theoretical framework of complex thinking (MORIN, 2007a, 2008a), we write about the teacher's exercise amid the challenges of current education. Our objective was to discuss about compositions of the construction of the teacher's knowledge and how their awareness can be the very rearrangement of their formation. Between what to teach and what to learn; between the how, why and why of the teacher's exercise is the world. We signal that the teacher's exercise needs to be a thoughtful, perceptive and coherent path shared in the relationship with the world, where he permanently builds the raw material and the masterpiece of his knowledge beyond a utilitarianism. We asked what would be the teacher's raw material? What would be the teacher's masterpiece? In this way, we propose other ways that enable the teacher to understand and question the implicit of his being and knowing beyond a pedagogy of transmission.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Basado en el marco teórico del pensamiento complejo (MORIN, 2007a, 2008a), escribimos sobre el ejercicio del maestro en médio a los desafíos de la educación actual. Nuestro objetivo fue concebido en problematizaciones sobre las composiciones de la construcción del conocimiento del maestro y cómo su consciencia puede ser la reorganización misma de su formación. Entre qué enseñar y qué aprender; entre el cómo, por qué y por qué del ejercicio del maestro existe el mundo. Señalamos que el ejercicio del profesor necesita ser un camino atento, perceptivo y coherente compartido en la relación con el mundo, donde construye permanentemente la materia prima y la obra maestra de su conocimiento más allá del utilitarismo. Preguntamos: ¿cuál (o cuales) sería la materia prima del profesor? ¿Cuál (o cuales) sería la obra maestra del maestro? En este camino, proponemos otros medios que permitan al maestro comprender y cuestionar lo implícito de su ser y saber más allá de una pedagogía de transmisión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[atenção]]></kwd>
<kwd lng="pt"><![CDATA[complexidade]]></kwd>
<kwd lng="pt"><![CDATA[coerência]]></kwd>
<kwd lng="pt"><![CDATA[percepção]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="en"><![CDATA[attention]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[coherence]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="es"><![CDATA[ejercicio del maestro]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="es"><![CDATA[atención]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[coherencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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