<?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>S1413-24782025000100244</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782025300068</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pedagogia freireana perante a lógica das competências: um projeto de educação que nos ensina a ser mais]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire's pedagogy facing the logic of skills: an education project that teaches us to be more]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía freireana frente a la lógica de las habilidades: un proyecto educativo que nos enseña a ser más]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eliana Sousa Alencar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Raimundo Nonato Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Maranhão  ]]></institution>
<addr-line><![CDATA[Caxias MA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782025000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782025000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782025000100244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo analisa o cenário atual da formação de professores para atuar na educação básica. A pesquisa, de natureza bibliográfica, foi realizada com base nos documentos legais que regulam e normatizam a educação básica, bem como em investigações que discutem a formação de professores no Brasil. Os resultados mostram que a lógica das competências, orientada pelos imperativos do capital, vem funcionando como mecanismo de controle e de precarização da formação e do trabalho docente. Na contramão dessa proposta, a pedagogia de Paulo Freire constitui alternativa de projeto de formação humana uma vez que propõe uma educação que, longe de formar o humano para a adaptação, orienta práticas educativas que nos ensinam a vocação de sermos mais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to analyze the current scenario of teacher training to work in basic education. The research, of a bibliographical nature, was carried out based on the legal documents that regulate and govern basic education, as well as on research that discusses teacher training in Brazil. The results show that the logic of competences, guided by the imperatives of capital, has been working as a control mechanism and precariousness of teacher training and work due to the centrality they give to the pragmatist and reductionist character of the curriculum and human formation. Contrary to this proposal, Paulo Freire's pedagogy constitutes an alternative human formation project, as it proposes an education that, far from forming the human for adaptation, guides educational practices so that they teach us the vocation to be more.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene como objetivo analizar el escenario actual de la formación del profesorado para trabajar en la educación básica. La investigación, de carácter bibliográfico, se realizó a partir de los documentos legales que regulan la educación básica, así como de investigaciones que discuten la formación docente en Brasil. Los resultados muestran que la lógica de las competencias, guiada por los imperativos del capital, ha venido funcionando como mecanismo de control y precariedad de la formación y el trabajo docente debido a la centralidad que le dan al carácter pragmático y reduccionista del currículo y la formación humana. Contrariamente a esta propuesta, la pedagogía de Paulo Freire es una alternativa a un proyecto de formación humana ya que propone una educación que, lejos de formar lo humano para la adaptación, orienta prácticas educativas que nos enseñan la vocación de ser más.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Precarização e Controle]]></kwd>
<kwd lng="pt"><![CDATA[Prática Educativa Humanizadora]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Precariousness and Control]]></kwd>
<kwd lng="en"><![CDATA[Humanizing Educational Practice]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Precariedad y Control]]></kwd>
<kwd lng="es"><![CDATA[Práctica Educativa Humanizadora]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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