<?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>S1809-38762025000100251</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e65218</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores: reverberações e imperativos de uso das tecnologias]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training: repercussion and imperatives for using technologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente: repercusiones e imperativos del uso de las tecnologías]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campregher]]></surname>
<given-names><![CDATA[Jeice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferri]]></surname>
<given-names><![CDATA[Cássia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Uniasselvi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar a influência de políticas internacionais de educação nas DCNs (Brasil, 2020a, 2020b) de formação de professores. Na gênese da discussão, tem-se Ball e colaboradores e conceitos foucaultianos. Para discutir políticas, recorre-se à Hargreaves e Shirley (2009), especificamente nas discussões das quatro vias de reformas educacionais. A segunda e a terceira vias apresentam proximidades com as recentes reformas brasileiras. Para os mesmos autores (Hargreaves, Shirley, 2009) as reformas descritas ganham proporções internacionais ao serem adotadas por organizações internacionais de crédito, como o Banco Mundial (BM). Por essa razão, esta discussão demonstra relações discursivas entre o BM, a Base Nacional Comum Curricular (BNCC) e as DCNs; ilustrando-as por meio do imperativo de uma formação tecnológica apregoado nos documentos citados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the influence of international education policies on teacher training DCNs (Brasil, 2020a, 2020b). The discussion draws on Ball and collaborators, as well as on Foucauldian concepts. To discuss policies, it refers to Hargreaves and Shirley (2009), specifically about the four ways of educational reforms&#8217; discussions. The second and third ways are similar to recent Brazilian reforms. According to these authors, such reforms acquire international dimensions when endorsed by international credit organizations, such as the World Bank (WB). In this regard, the article explores discursive relationships among the WB, the Base Nacional Comum Curricular (BNCC) and the DCNs; illustrating them through the imperative of technological training proclaimed in the cited documents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar la influencia de las políticas educativas internacionales en las Directrices Curriculares Nacionales (DCN) para la formación docente (Brasil, 2020a, 2020b). En la génesis de la discusión están Ball y colaboradores, así como los conceptos foucaultianos. Para abordar las políticas educativas, se recurre a Hargreaves y Shirley (2009), en particular a su propuesta sobre las cuatro vías de la reforma educativa. La segunda y la tercera vía guardan similitud con las reformas brasileñas más recientes. Según estos autores, las reformas descritas adquieren una dimensión internacional cuando son adoptadas por organismos financieros internacionales, como el Banco Mundial (BM). En este sentido, el artículo analiza las relaciones discursivas entre el BM, la Base Nacional Comum Curricular (BNCC) y las DCN; esto se ilustra a través del imperativo de la formación tecnológica proclamado en los documentos citados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[políticas internacionais]]></kwd>
<kwd lng="pt"><![CDATA[formação tecnológica]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[international policies]]></kwd>
<kwd lng="en"><![CDATA[technological training]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[políticas internacionales]]></kwd>
<kwd lng="es"><![CDATA[formación tecnológica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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