<?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 - Educ. Temat. Digit.]]></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>S1676-25922019000200333</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i2.8650480</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SERÁ MESMO QUE O MAGISTÉRIO ATUAL É FORMADO PELA &#8220;SELEÇÃO DOS PÉSSIMOS&#8221;?]]></article-title>
<article-title xml:lang="en"><![CDATA[IS IT THAT THE ACTUAL TEACHING IS FORMED BY THE "SELECTION OF THE BAD"?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿SERÁ MISMO QUE EL MAGISTERIO ACTUAL ES FORMADO POR LA &#8220;SELECCIÓN DE LOS PÉSIMOS&#8221;?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Marcelo Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>333</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000200333&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000200333&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000200333&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As precárias condições da organização e da prática docente de boa parte da Educação Básica do país, o reduzido trabalho coletivo com pares e gestores, as movediças relações com o saber, com o conhecimento e com a formação, bem como os graves problemas de proletarização, de remuneração e de reconhecimento social e de carreira, têm contribuído severamente para produzir certos modos de ser professor que podem condenar o desenvolvimento das novas gerações e todo um projeto de nação. Com os aportes de autores do campo da formação docente e introduzindo elementos do sintoma subjetivo e do método de orientação clínica na escuta de professores, qualificamos nossos argumentos para pôr em questão se realmente selecionamos ou não aqueles que haveriam de ser ajuizados como &#8220;péssimos&#8221;, sem deixar de mostrar o que podemos fazer diante desse indisfarçável fenômeno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The precarious conditions of the organization and teaching practice of a good part of the Basic Education of the Brazil, the reduced collective work with peers and school principals, the problematic relations with knowledge and with formation, as well as the serious problems of proletarianization, remuneration and social recognition and career recognition, have contributed severely to producing certain ways of being a teacher that may condemn the development of the new generations and a whole project of a nation. With the contributions of authors in the field of teacher training and introducing elements of the subjective symptom and clinical method in teacher listening, we qualify our arguments to question whether or not we actually select those that would be judged as "bad", without fail to show what we can do before this undisguised phenomenon.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las precarias condiciones de la organización y de al práctica docente de buena parte de la Educación Básica de Brasil, el reducido trabajo colectivo con pares y gestores, las movedizas relaciones con el saber, con el conocimiento y con la formación, así como los graves problemas de proletarización, de remuneración y de reconocimiento social y de carrera, han contribuido severamente a producir ciertos modos de ser profesor que pueden condenar el desarrollo de las nuevas generaciones y de todo un proyecto de nación. Con los aportes de autores del campo de la formación docente e introduciendo elementos del síntoma subjetivo y del método de orientación clínica en la escucha de profesores, calificamos nuestros argumentos para poner en cuestión si realmente seleccionamos o no aquellos que han sido juzgados como "pésimos", sin dejar de mostrar lo que podemos hacer ante este innegable fenómeno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Licenciaturas]]></kwd>
<kwd lng="pt"><![CDATA[Orientação clínica]]></kwd>
<kwd lng="pt"><![CDATA[Sintoma subjetivo]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Bachelor's degrees]]></kwd>
<kwd lng="en"><![CDATA[Clinical method]]></kwd>
<kwd lng="en"><![CDATA[Subjective symptoms]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Orientación clínica]]></kwd>
<kwd lng="es"><![CDATA[Síntoma subjetivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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