<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782010000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores e pedagogias críticas: é possível ir além das narrativas redentoras?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fischman]]></surname>
<given-names><![CDATA[Gustavo E.]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[Sandra Regina]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Arizona State University Mary Lou Fulton Institute ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro Departamento Educação e Sociedade ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>15</volume>
<numero>43</numero>
<fpage>07</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782010000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782010000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782010000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta reflexões sobre a pedagogia crítica como narrativa redentora nos cursos de formação de professores. Quando se usa a pedagogia crítica adotando essas narrativas, as escolas são apresentadas de maneira dualista, ou seja, como vítima e, ao mesmo tempo, causadora de muitos problemas educacionais e sociais. A ironia é que, além disso, a escola e os professores aparecem nessa narrativa como os melhores recursos da esperança pedagógica. Argumentamos que, para que a pedagogia crítica se torne um discurso político-educacional viável na formação docente, é necessário considerar novas estratégias para além das posições redentoras, abandonando essencialíssimos dicotômicos e a figura do “super professor consciente crítico”, como agente de mudança educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses Critical Pedagogy as a redemptive narrative in teacher education. When using Critical Pedagogy adopting such narratives, it presents schools in a dualistic form, as a victim as well as the cause of many educational and social problems. Ironically in this type of narrative, schools and teachers also appear as the best resource of educational hope. We argue that for Critical Pedagogy to become an effective political and educational discourse in teacher education, it is necessary to consider new strategies which go beyond redemptive positions, abandoning dichotomised essential-isms and the figure of the “super conscious critical teacher” as the agent of educational change.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo presenta reflexiones sobre la pedagogía crítica como narrativa de redención en los cursos de formación docente. Cuando se utiliza la pedagogía crítica desde esa perspectiva redentora, se presentan a las escuelas de manera dualista, como víctima y a la vez como causante de muchos problemas educativos y sociales. Irónicamente, en esta narrativa, las escuelas y sus profesores aparecen como el mejor recurso de la esperanza pedagógica. Sostenemos que para que la pedagogía crítica sea un discurso político-educativo efectivo en el ámbito de la formación docente, es necesario utilizar nuevas estrategias, que vayan más allá de las posiciones redentoras, abandonando esencialismos dualistas y la figura del “superprofesor críticamente consciente” como el agente de cambio educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas Redentoras]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Critical Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Redemptive Narratives]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Crítica]]></kwd>
<kwd lng="es"><![CDATA[Narrativas Redentoras]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o de professores e pedagogias cr&iacute;ticas. &Eacute; poss&iacute;vel  ir al&eacute;m das narrativas redentoras?</h2> <h3>Training of teachers  and critical pedagogies. Is it possible to go beyond redemptive narratives?</h3> <h3>Formaci&oacute;n de profesores y pedagog&iacute;as cr&iacute;ticas. Es posible  ir m&aacute;s all&aacute; de las narrativas redentoras?</h3>     <p>&nbsp;</p> <h4>Gustavo E. Fischman, Sandra Regina Sales    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ADLER]]></surname>
<given-names><![CDATA[Mortimer]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The crisis in contemporary education]]></article-title>
<source><![CDATA[The social frontier]]></source>
<year>fev.</year>
<month> 1</month>
<day>93</day>
<volume>V</volume>
<numero>42</numero>
<issue>42</issue>
<page-range>140-145</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ELLSWORTH]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Why doesn’t this feel empowering: Working through the repressive myths of critical pedagogy]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1989</year>
<volume>59</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>297-324</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ELMORE]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Getting to scale with good educational practice]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1996</year>
<volume>66</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FISCHMAN]]></surname>
<given-names><![CDATA[Gustavo E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Donkeys and superteachers: popular education and structural adjustment in Latin-America]]></article-title>
<source><![CDATA[International Journal of Education]]></source>
<year>1998</year>
<volume>44</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>191-213</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FISCHMAN]]></surname>
<given-names><![CDATA[Gustavo E.]]></given-names>
</name>
<name>
<surname><![CDATA[McLAREN]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Schooling for democracy: toward a critical utopianism]]></article-title>
<source><![CDATA[Contemporary Sociology]]></source>
<year>2000</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>168-180</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FISCHMAN]]></surname>
<given-names><![CDATA[Gustavo E.]]></given-names>
</name>
<name>
<surname><![CDATA[McLAREN]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Rethinking critical pedagogy and the gramscian legacy: from organic to committed intellectuals]]></article-title>
<source><![CDATA[Cultural Studies - critical methodologies]]></source>
<year>2005</year>
<volume>5</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>425-447</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HILL]]></surname>
<given-names><![CDATA[Dave]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Globalization and its educational discontents: neoliberalization and its impacts on education workers’ rights, pay and conditions]]></article-title>
<source><![CDATA[International studies in sociology of education]]></source>
<year>2005</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>256-288</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HURSH]]></surname>
<given-names><![CDATA[Dave]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The crisis in urban education: resisting neoliberal policies and forging democratic possibilities]]></article-title>
<source><![CDATA[Educational researcher]]></source>
<year>2006</year>
<volume>35</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>19-25</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McLAREN]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<name>
<surname><![CDATA[FISCHMAN]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reclaiming Hope: Teacher Education and Social Justice in the Age of Globalization]]></article-title>
<source><![CDATA[Teacher Education Quarterly]]></source>
<year>1998</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>125-133</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TABB]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Trouble, trouble, debt, and bubble]]></article-title>
<source><![CDATA[The Monthly Review]]></source>
<year>2006</year>
<volume>58</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VINSON]]></surname>
<given-names><![CDATA[Kevin]]></given-names>
</name>
<name>
<surname><![CDATA[GIBSON]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
<name>
<surname><![CDATA[ROSS]]></surname>
<given-names><![CDATA[Wayne]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[High-stakes testing and standardization: the threat to authenticity - progressive perspectives]]></article-title>
<source><![CDATA[Monograph Series]]></source>
<year>2000</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-21</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
