<?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>S1413-24782021000100260</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Segmentações históricas e contemporâneas da profissão docente no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[HISTORICAL AND CONTEMPORARY SEGMENTATIONS OF THE TEACHING PROFESSION IN BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[SEGMENTACIONES HISTÓRICAS Y CONTEMPORÁNEAS DE LA PROFESIÓN DOCENTE EN BRASIL]]></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[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100260&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo analisa a profissão docente no Brasil pela identificação de segmentações históricas que interferiram na constituição dos professores como um grupo profissional homogêneo. Na primeira seção, com base em uma revisão bibliográfica de estudos históricos, políticos e estatísticos, buscou-se compreender as formas históricas de segmentação que caracterizaram a constituição da profissão docente no país. Na segunda, discutem-se novas segmentações na profissão docente resultantes das reformas educacionais das últimas décadas. Essas reformas, guiadas pelos princípios da nova gestão pública, promoveram importantes mudanças na gestão escolar que resultaram na fragmentação da profissão docente. Na última seção, o texto mostra tendência à maior individualização da profissão docente mediante políticas de responsabilização, mas também da formação de professores e políticas de carreira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyzed the teaching profession in Brazil, based on the identification of historical segmentations that interfered in the constitution of teachers as a homogeneous professional group. In the first section, based on a bibliographic review of historical, political, and statistical studies on education, it sought to understand the historical forms of segmentation that characterized the constitution of the teaching profession in the country. The second section of the chapter discussed new segmentations in the teaching profession resulting from the educational reforms of the last decades. These reforms, guided by the principles of New Public Management, promoted important changes in school management that resulted in fragmentation of teaching professionals. In the last section, the text showed a tendency toward greater individualization of the teaching profession through not only accountability policies, but also through teacher education and career policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza la profesión docente en Brasil a partir de la identificación de segmentaciones históricas que interfirieron en la constitución de los docentes como un grupo profesional homogéneo. En la primera sección, basada en una revisión bibliográfica de estudios históricos, políticos y estadísticos, se buscó comprender las formas históricas de segmentación que caracterizaron la constitución de la profesión docente en el país. La segunda sección discute las nuevas segmentaciones en la profesión docente resultantes de las reformas educativas de las últimas décadas. Estas reformas, guiadas por los principios de la Nueva Gestión Pública, promovieron cambios importantes en la gestión escolar que resultaron en la fragmentación de la profesión docente. En la última sección, el texto muestra una tendencia hacia una mayor individualización de la profesión docente a través no solo de políticas de accountability, sino también de formación y carrera docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
</kwd-group>
</article-meta>
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