<?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>S1413-24782015000300663</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reconfiguração do trabalho docente: um exame a partir da introdução de programas de intervenção pedagógica]]></article-title>
<article-title xml:lang="es"><![CDATA[RECONFIGURACIÓN DEL TRABAJO DOCENTE: UNA INVESTIGACIÓN DE LA INTRODUCCIÓN DE PROGRAMAS DE INTERVENCIÓN PEDAGÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[Reconfiguration of teacher&#8217;s work: an examination of the introduction of pedagogical intervention programs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GANDIN]]></surname>
<given-names><![CDATA[LUÍS ARMANDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[IANA GOMES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>62</numero>
<fpage>663</fpage>
<lpage>677</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000300663&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000300663&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000300663&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo analisa as transforma&#231;&#245;es no trabalho de professoras dos anos iniciais do ensino fundamental de escolas estaduais do Rio Grande do Sul, a partir da implanta&#231;&#227;o de um programa de interven&#231;&#227;o pedag&#243;gica desenvolvido de 2007 a 2010. Para tanto, faz uso dos conceitos de desqualifica&#231;&#227;o, requalifica&#231;&#227;o, intensifica&#231;&#227;o e performatividade, constru&#237;dos por Michel Apple e Stephen Ball. Entrevistas com professoras, observa&#231;&#245;es e materiais do Instituto Alfa e Beto &#8211; o programa implantado &#8211; foram analisados pelas lentes te&#243;ricas desses conceitos. O texto caracteriza as transforma&#231;&#245;es que as pol&#237;ticas educacionais baseadas em uma configura&#231;&#227;o gerencialista do Estado &#8211; corporificada no programa &#8211; provocam no trabalho das professoras. No campo estudado, as docentes transformam-se em executoras de um programa preconcebido e perdem parte de sua autonomia, ao mesmo tempo em que novas tarefas, voltadas ao controle dos conte&#250;dos e ritmos, precisam ser aprendidas. Neste trabalho docente transformado, a mensura&#231;&#227;o coreografada da a&#231;&#227;o docente passa a ser mais importante que o conte&#250;do dessa a&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo analiza los cambios en el trabajo de las maestras de los primeros a&#241;os de la educaci&#243;n primaria en las escuelas del estado de Rio Grande do Sul, a partir de la implantaci&#243;n del programa de intervenci&#243;n educativa Instituto Alfa e Beto (IAB), desarrollado de 2007 a 2010. Para tal, se utilizan los conceptos de descalificaci&#243;n, recalificaci&#243;n, intensificaci&#243;n y performatividad, construidos por Michael Apple y Stephen Ball. Las entrevistas a las maestras, las observaciones y los materiales del IAB fueron analizados a trav&#233;s de las lentes te&#243;ricas de dichos conceptos. El texto caracteriza las transformaciones que las pol&#237;ticas educativas basadas en una configuraci&#243;n de Estado gerencial &#8211;corporeizadas en el programa&#8211; causan en el trabajo de las profesoras. En el campo estudiado, las profesoras se convierten en ejecutoras de un programa pre-dise&#241;ado y pierden algo de su autonom&#237;a, al mismo tiempo en que deben aprender nuevas tareas destinadas a controlar el contenido y el ritmo de las clases. En ese trabajo docente modificado, la medici&#243;n coreografiada de la acci&#243;n docente se vuelve m&#225;s importante que el contenido de dicha acci&#243;n.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT This paper analyzes the changes in the work of elementary school teachers in public schools of the state of Rio Grande do Sul, after the introduction of a pedagogical intervention program developed from 2007 to 2010. The concepts of disqualification, requalification, intensification, and performativity, based on the work of Michael Apple and Stephen Ball are mobilized in the research. The interviews with teachers, the observations, and the materials from the Alfa and Beto Institute &#8211; the program which was implemented &#8211; were analyzed through the theoretical focus of these concepts. The text characterizes the transformations that educational policies, based on managerialist configurations of the state &#8211; embodied in this program &#8211; generate in teachers' work. In the field that was studied, teachers are transformed into executors of a preconceived program and lose their autonomy at the same time that new tasks, dealing with the control of the contents and rhythms, have to be learned. In this transformed work, the choreographed measurement of teachers' actions becomes more important than the content of this action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Estado gerencialista]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Estado gerencialista]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[educational work]]></kwd>
<kwd lng="en"><![CDATA[managerialist Estate]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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