<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000100230</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p230-255</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CENTRALIDADE DO PAPEL DOS PROFESSORES DO ENSINO MÉDIO NA RECONFIGURAÇÃO DO CURRÍCULO E DA PROFISSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CENTRALITY OF THE ROLE OF HIGH SCHOOL TEACHERS IN THE RECONFIGURATION OF CURRICULUM AND PROFESSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MESQUITA]]></surname>
<given-names><![CDATA[Silvana Soares de Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>230</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto visa compreender como os professores do Ensino Médio concebem a profissão docente, a partir de seu papel na (re)configuração do currículo escolar. As análises são decorrentes de uma pesquisa sobre a centralidade do papel dos professores no trabalho com jovens de uma escola de Ensino Médio na periferia do Rio de Janeiro. Os dados foram produzidos por meio da aplicação de questionários aos professores da escola (69) e aos alunos do 3º ano do Ensino Médio (341), da realização de entrevistas com gestores (4) e professores indicados pelos alunos (4), além de observação das aulas (60 horas). Compreende-se que as concepções dos professores sobre os objetivos do Ensino Médio direcionam as escolhas curriculares, orientam as práticas pedagógicas e (re)configuram a própria profissão. Identificam-se professores com novas abordagens curriculares que adotam uma prática reflexiva e contextualizada. Esses docentes rompem com o ciclo de repetições curriculares, construindo uma nova cultura de ensino marcada por uma concepção profissional da docência e por um papel motivador do professor. O texto estrutura-se sobre quatro eixos: entre os objetivos da escola e a cultura do ensino; O que ensinar? Da seleção dos conteúdos à contextualização da aprendizagem; a influência da formação e da experiência sobre o exercício da docência; o &#8220;jogo de concepções&#8221; entre professores de Ensino Médio. Conclui-se que o professor é um grande artífice da construção curricular que se materializa nas escolas. Daí a importância de se construir o currículo com a escola e seus sujeitos e não para a escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text aims to understand how High School teachers conceive the teaching profession, from their role in (re)configuring the school curriculum. The analyzes are the results of a research on the centrality of the role of teachers in working with young people from a High School in the outskirts of Rio de Janeiro. The data were produced through the application of questionnaires to the teachers of the school (69) and to the students of the last grade (341), interviews of managers (4) and teachers indicated by the students (4), besides observation of the classes (60 hours). It is understood that the teachers&#8217; conceptions of the objectives of High School education are directed towards curricular choices, orient their pedagogical practices and (re)configure the profession itself. It identifies teachers with new curricular approaches that adopt a reflexive and contextualized practice. These teachers break with the cycle of curricular repetitions, building a new culture of teaching marked by a professional conception of teaching and by a motivating role of the teacher. The text is structured on four axes: between the objectives of the school and the culture of teaching; What to teach? From the selection of contents to the contextualization of learning; the influence of education and experience on teaching; the &#8220;game of conceptions&#8221; among high school teachers. It is concluded that the teacher is a great architect of the curricular construction that materializes in the schools. Hence the importance of building a curriculum with the school and its subjects and not to the school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="en"><![CDATA[Teacher Profession]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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