<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092016000100015</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i1.0001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas contemporâneas de formação de alfabetizadores no Brasil: entre a potencialização dos desempenhos e a gestão pedagógica das inovações]]></article-title>
<article-title xml:lang="en"><![CDATA[Contemporary policies of literacy teacher training in Brazil: between enhancement of performances and pedagogical management of innovations]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas contemporáneas de formación de los profesores alfabetizadores en Brasil: entre la potenciación de actuaciones y gestión pedagógicas de las innovaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Rodrigo Saballa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rodrigo Manoel Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>15</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo examina as atuais pol&#237;ticas de forma&#231;&#227;o de professores alfabetizadores no Brasil, materializadas recentemente no Pacto Nacional pela Alfabetiza&#231;&#227;o na Idade Certa (PNAIC), e visa analisar as estrat&#233;gias pol&#237;ticas que podem ser visibilizadas em seu processo de implementa&#231;&#227;o. Situando-as nos cen&#225;rios de reforma educacional, em suas modalidades de regula&#231;&#227;o e domina&#231;&#227;o pol&#237;tica, reconhece-se que as concep&#231;&#245;es de forma&#231;&#227;o de professores colocadas em a&#231;&#227;o s&#227;o potencializadas por meio de modos de individualiza&#231;&#227;o dos percursos formativos, ao mesmo tempo em que intensificam as formas de gest&#227;o governamental da a&#231;&#227;o dos professores alfabetizadores. Conclui-se que tal interven&#231;&#227;o formativa aposta nos modelos de avalia&#231;&#227;o de larga escala como objetivo estrat&#233;gico e produz esfor&#231;os na dire&#231;&#227;o de uma doc&#234;ncia em inova&#231;&#227;o permanente, apropriada para os regimes de inspira&#231;&#227;o neoliberal, predominantes nas pol&#237;ticas de escolariza&#231;&#227;o mobilizadas no pa&#237;s.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper examines the current policies of literacy teacher training in Brazil, recently materialized in the Pacto Nacional pela Alfabetiza&#231;&#227;o na Idade Certa (PNAIC - National Pact for Literacy at the Right Age), and it aims to analyze the political strategies that can be visualized in its implementation process. Placing them in scenarios of educational reform in their modes of regulation and political domination, we acknowledge that the conceptions of teacher education put into action are enhanced through the modes of educational path individualization, at the same time that they intensify the ways of government management of literacy teacher action. We conclude that such educational intervention bets on models of large-scale assessment as strategic goal and produces efforts towards a permanent innovation in teaching, appropriate to the neoliberal regimes, predominant in the education policies mobilized in the country.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo examina las pol&#237;ticas actuales de la formaci&#243;n de professores de alfabetizaci&#243;n en Brasil, recientemente se materializ&#243; en el Pacto Nacional por la Alfabetizaci&#243;n en la Edad Apropiada - PNAIC, con objetivo de analizar las estrat&#233;gias pol&#237;ticas que pueden ser visualizadas en su proceso de implementaci&#243;n. Situando en los contextos de la reforma educativa, en sus modalidades de regulaci&#243;n y la dominaci&#243;n pol&#237;tica, los autores reconocen que las concepciones de la formaci&#243;n del professorado puestas en acci&#243;n son reforzadas por medio de la individualizaci&#243;n de los caminhos formativos, al mismo tiempo intensificar las formas la gesti&#243;n gubernamental de la acci&#243;n de los profesores alfabetizadores. Concluyen que tal intervenci&#243;n formativa apuesta en los modelos de evaluaci&#243;n en gran escala como objetivo estrat&#233;gico y produce esfuerzos en direcci&#243;n de una docencia en innovaci&#243;n permanente, apropriada para los reg&#237;menes de inspiraci&#243;n neoliberales, predominantemente en las pol&#237;ticas de educaci&#243;n en nuestro pa&#237;s.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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