<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922018000100234</article-id>
<article-id pub-id-type="doi">10.20396/etd.v20i1.8649228</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autonomia do professor: uma perspectiva interdisciplinar para a cultura do cuidado docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Autonomy of teacher: an interdisciplinary perspective for the culture of caring for teachers a]]></article-title>
<article-title xml:lang="es"><![CDATA[Utonomía del profesor: una perspectiva interdisciplinaria para la cultura del cuidado al docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penteado]]></surname>
<given-names><![CDATA[Regina Zanella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>234</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922018000100234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922018000100234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922018000100234&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Estudos isolados, de diversas &#225;reas, evidenciam o processo de precariza&#231;&#227;o, desvaloriza&#231;&#227;o, sofrimentos e adoecimentos que o professor est&#225; submetido no trabalho docente. Urge avan&#231;ar com a articula&#231;&#227;o dos conhecimentos produzidos em diferentes &#225;reas para subsidiar investimentos para inaugurar - na cultura do magist&#233;rio - espa&#231;os de inclus&#227;o da pauta do cuidado no &#226;mbito educacional. Este artigo busca uma via de compreens&#227;o da autonomia docente que possibilite relacion&#225;-la a formas de cuidado centradas no professor. O estudo evidencia algumas formas como a autonomia do professor &#233; interpretada nos campos da Sa&#250;de e Educa&#231;&#227;o: por um lado, a configura&#231;&#227;o de riscos de adoecimento e a prote&#231;&#227;o/promo&#231;&#227;o da sa&#250;de do trabalhador professor; por outro, a profissionaliza&#231;&#227;o docente. A teia das rela&#231;&#245;es entre autonomia e cuidado &#233; tecida a partir de fios que perpassam aspectos da sa&#250;de do trabalhador professor, do trabalho docente e da profissionaliza&#231;&#227;o do magist&#233;rio. A quest&#227;o da autonomia pode configurar eixo para a interdisciplinaridade na aten&#231;&#227;o ao professor e chave para a discuss&#227;o de uma cultura do cuidado e da sa&#250;de docente, no &#226;mbito educacional. A tem&#225;tica do cuidado comporta uma pot&#234;ncia articuladora das discuss&#245;es que problematizam o trabalho docente, a forma&#231;&#227;o de professores e o processo de profissionaliza&#231;&#227;o do magist&#233;rio e, tamb&#233;m, da integralidade e da interdisciplinaridade na aten&#231;&#227;o &#224; sa&#250;de do professor. Uma cultura de cuidado do professor se faz necess&#225;ria no campo da educa&#231;&#227;o; e a quest&#227;o da autonomia pode contribuir para alguns dos encaminhamentos na dire&#231;&#227;o da sua concretiza&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Isolated studies in several fields show that teachers are submitted to a process of devaluation, precariousness, suffering and illnesses in work. The articulation of knowledge that is being produced in different areas is urgent, in order to subsidize investments in new spaces to discuss care in the field of education, in the culture of teaching. This paper searches for a way to understand the personal autonomy of teachers that enables a relation with the existing care giving measures focused on teachers. The study shows some of the ways in which the personal autonomy of teachers is interpreted in the fields of Healthcare and Education: on one side, the configuration of illness risks and the working teachers&#8217; health protection/promotion; on the other, the professionalization of teachers. The network of the relations between personal autonomy and care is woven from strings that unite aspects of the working teacher&#8217;s health, the actual work of teachers and professionalization of teaching. The issue of personal autonomy may represent an axis for interdisciplinarity in attention towards teachers and a key to discuss a culture of caring for the health of teachers in the educational environment. The theme of care has potential in articulating discussions that question the work of teachers, their education as such, the process of professionalization of teaching and also if the integral and interdisciplinary nature of healthcare attention of teachers. A culture based on caring for teachers is needed in the field of education, and the issue of personal autonomy may contribute towards developments in making this reality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Estudios aislados, de diversas &#225;reas, muestran el proceso de precarizaci&#243;n, desvalorizaci&#243;n, sufrimientos y enfermedades que padece el profesor, en el trabajo docente. Urge avanzar con la articulaci&#243;n de los conocimientos producidos en diferentes &#225;reas, para subsidiar inversiones en el sentido de abrir espacios para la inclusi&#243;n de la pauta del cuidado en el &#225;mbito educacional, en la cultura del magisterio. Este art&#237;culo busca una v&#237;a de comprensi&#243;n de la autonom&#237;a docente, que posibilite relacionarla a modos de cuidado centrados en el profesor. El estudio destaca algunas maneras de c&#243;mo la autonom&#237;a del profesor se interpreta en los campos de la Salud y la Educaci&#243;n: por una parte, la configuraci&#243;n de riesgos de enfermedad y la protecci&#243;n/promoci&#243;n de la salud del trabajador profesor; por otra parte, la profesionalizaci&#243;n docente. La red de las relaciones entre la autonom&#237;a y cuidado se teje a partir de hilos que permean aspectos de la salud del trabajador profesor, del trabajo docente y de la profesionalizaci&#243;n del magisterio. La cuesti&#243;n de la autonom&#237;a puede configurar un eje para la interdisciplinaridad en la atenci&#243;n al profesor y una clave para la discusi&#243;n de una cultura del cuidado y de la salud del docente, en el &#225;mbito educacional. La tem&#225;tica del cuidado comporta una potencia articuladora de los debates que problematizan el trabajo docente, la formaci&#243;n de profesores y el proceso de profesionalizaci&#243;n del magisterio, y tambi&#233;n, la integralidad y la interdisciplinaridad en la atenci&#243;n a la salud del profesor. Una cultura de cuidado del docente es necesaria en el campo de la educaci&#243;n; y la cuesti&#243;n de la autonom&#237;a puede contribuir para algunos de los encaminamientos en la direcci&#243;n de su concretizaci&#243;n. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Condições do Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Saúde do Professor]]></kwd>
<kwd lng="pt"><![CDATA[Saberes do Docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Valorização do Professor]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Working Conditions]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Health]]></kwd>
<kwd lng="en"><![CDATA[Knowledges of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teacher´s]]></kwd>
<kwd lng="en"><![CDATA[Teaching Skills]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Condiciones del Trabajo Docente]]></kwd>
<kwd lng="es"><![CDATA[Salud del Profesor]]></kwd>
<kwd lng="es"><![CDATA[Saberes del Docente]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Valorización del Profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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