<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100721</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147222664</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As políticas curriculares da educação profissional e o trabalho docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum policies for vocational education and teaching work*]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares Júnior]]></surname>
<given-names><![CDATA[Néri Emílio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Lívia Freitas Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Ciência, Educação e Tecnologia de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></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>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100721&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100721&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100721&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o processo de implantação das atuais Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio (Parecer CNE/CEB n. 11/2012 e Resolução CNE/CEB n. 06/2012) em uma instituição de educação profissional no estado de Goiás. Para tanto, foi realizada uma pesquisa do tipo estudo de caso, que teve como procedimentos de levantamento de dados a análise documental, a observação, a entrevista semiestruturada e a instrução ao sósia. Os documentos analisados foram referentes às políticas curriculares e aos níveis de decisão curricular no âmbito da instituição escolar e os sujeitos da pesquisa foram gestores e professores. A implantação das diretrizes curriculares vem sendo feita a partir de ações da Reitoria, tais como: alteração dos projetos pedagógicos e das matrizes curriculares dos cursos técnicos; realização de um programa de formação continuada de docentes e técnicos-administrativos; organização e desenvolvimento de eventos de caráter científico; realização de um trabalho piloto de reformulação curricular e diálogos entre representantes da gestão e professores dos diferentes campi. Entretanto, essas ações têm apresentado pouco efeito nas práticas dos professores, uma vez que, no desenvolvimento do seu trabalho, são influenciados por fatores como a dimensão pessoal e o caráter socioeconômico do trabalho, a organização do trabalho pedagógico, os estudantes, o campo disciplinar e a área de atuação, a experiência profissional e os valores dos próprios professores, entre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article investigates the process of implementation of the current National Curricular Guidelines for Technical and Vocational Education of High School Level (Statement NCE/CBE n. 11/2012 and Resolution NCE/CBE n. 06/2012) in a vocational education institution in the state of Goiás. For this, a case study was carried out, which data survey procedures were documental analysis, observation, semi-structured interview, and instruction to the double. The documents analyzed were related to the curricular policies and the levels of the curricular decision in the school institution. The managers and teachers participated as investigation subjects. The implementation of the curricular guidelines has been made from actions of the Dean, such as remodeling of pedagogical projects and curricular matrices of technical courses; building a program of continuing education for teachers and administrative staff; organizing and developing scientific events; conducting a pilot work of curricular reformulation and dialogues between management representatives and teachers of different campuses. However, these actions have had little effect on teachers&#8217; practices. Since the development of their work, they are influenced by factors such as personal and socioeconomic dimension of the work, pedagogical work organization, students, disciplinary field, action area, teachers&#8217; values, and professional experience, among others.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas curriculares &#8211; Educação profissional &#8211; Trabalho docente]]></kwd>
<kwd lng="en"><![CDATA[Curricular policies &#8211; Vocational education &#8211; Teaching work]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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