<?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>S1413-24782018000100154</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230071</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Objetivação e subjetivação nos currículos de licenciaturas: revisitando a categoria saber docente]]></article-title>
<article-title xml:lang="es"><![CDATA[OBJETIVACIÓN Y LA SUBJETIVACIÓN EN LOS PLANES DE ESTUDIO DE LICENCIATURA: REVIENDO LA CATEGORÍA SABER DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[Objectification and subjectification in teacher training courses curriculum: revisiting the category teaching knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Carmen Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100154&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto tem por escopo revisitar a noção de &#8220;saber docente&#8221; a partir de teorizações sociais e políticas pós-fundacionais. Ele se inscreve em um movimento de abertura para o diálogo com a produção acadêmica - acumulada há mais de duas décadas no campo educacional brasileiro - que opera com essa expressão, oferecendo um lance a mais nas disputas pela sua definição. Trata-se de um exercício intelectual que evidencia e explora os efeitos da escolha das lentes teóricas privilegiadas na análise das questões relacionadas à cultura profissional docente. O texto está organizado em torno de dois eixos de reflexão e de interpretação correspondentes aos processos de objetivação e de subjetivação que se apesentam de forma articulada na estruturação dos currículos de licenciatura. O ensaio aponta desafios teóricos e pistas de investigação que contribuem para reafirmar a categoria &#8220;saber docente&#8221; como uma chave de leitura potente para a compreensão dos processos em foco.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto tiene como propósito rever la noción de &#8220;saber docente&#8221; a partir de teorizaciones sociales y políticas posfundationales. Éste se inserta en un movimiento de apertura para el diálogo con la producción académica - acumulada desde hace más de dos décadas en el campo educativo brasileño - que opera con esta expresión, ofreciendo una jugada adicional a las disputas por su definición. Se trata de un ejercicio intelectual que pone de manifiesto y explora los efectos de la selección de las lentes teóricas privilegiadas en el análisis de los aspectos relacionados con la cultura profesional docente. El texto se organiza en torno a dos ejes de reflexión y de interpretación correspondientes a los procesos de objetivación y subjetivación que se presentan en forma articulada en la estructuración de los planes de estudio de licenciatura. El ensayo señala los desafíos teóricos y vías de investigación que contribuyen a reafirmar la categoría &#8220;saber docente&#8221; como una clave de lectura potente para la comprensión de los procesos en foco.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text aims to revisit the notion of &#8220;teacher knowledge&#8221; from post-foundational social and political theory. It is part of a movement to unfold the dialogue with academic production - accumulated over two decades in the Brazilian educational field - which operates with this expression, offering another bid in disputes over its definition. It is an intellectual exercise that evidences and explores the effects of choosing the privileged theoretical approach in the analysis of matters concerning the professional teaching culture. The text is organized around two axes of reflection and interpretation corresponding to the processes of objectification and subjectivation that are articulated in the structuring of teaching degree curriculum. The essay lists theoretical challenges and research clues that contribute to reaffirming the &#8220;teacher knowledge&#8221; category as a powerful reading key to understanding these processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[saber docente]]></kwd>
<kwd lng="pt"><![CDATA[currículo de licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[pós-fundacionismo]]></kwd>
<kwd lng="es"><![CDATA[saber docente]]></kwd>
<kwd lng="es"><![CDATA[plan de estudio de licenciatura]]></kwd>
<kwd lng="es"><![CDATA[posfundacionalismo]]></kwd>
<kwd lng="en"><![CDATA[teacher knowledge]]></kwd>
<kwd lng="en"><![CDATA[teaching degree curriculum]]></kwd>
<kwd lng="en"><![CDATA[post-foundational theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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