<?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>S1809-43092016000300590</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i3.0004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de currículo e avaliação para a docência no espaço Iberoamericano]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum policies and teaching evaluation in the Ibero-American context]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de currículo y evaluación para la docencia en el espacio Iberoamericano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Rosanne Evangelista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>3</numero>
<fpage>590</fpage>
<lpage>604</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000300590&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000300590&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000300590&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A doc&#234;ncia tem assumido centralidade nos discursos Iberoamericanos para a educa&#231;&#227;o b&#225;sica, de modo a atribuir, privilegiadamente, ao trabalho docente a garantia do &#234;xito escolar dos discentes e, consequentemente, o alcance da qualidade da educa&#231;&#227;o. A partir de tais discursos, textos pol&#237;ticos v&#234;m defendendo a produ&#231;&#227;o de pol&#237;ticas de avalia&#231;&#227;o na tentativa de controlar os curr&#237;culos da forma&#231;&#227;o (inicial e continuada) e a atua&#231;&#227;o docente. Neste artigo, orientado te&#243;rico-metodologicamente pela Teoria do Discurso de Ernesto Laclau e Chantal Mouffe analiso os processos de articula&#231;&#227;o discursiva presentes nos textos da Organiza&#231;&#227;o dos Estados Iberoamericanos - OEI e da UNESCO, destacando o significante desempenho como foco da avalia&#231;&#227;o. Na an&#225;lise dos discursos para a avalia&#231;&#227;o da forma&#231;&#227;o e do trabalho docente estabelecida como meta para a regi&#227;o Iberoamericana, tendo como foco o desempenho profissional, as compet&#234;ncias assumem import&#226;ncia como modelo de organiza&#231;&#227;o curricular. Concluo que as tentativas de controle sobre a comunidade profissional docente na sua forma&#231;&#227;o e trabalho projetam novos pap&#233;is para o professor marcados pela responsabiliza&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Teaching has become a central issue in the Ibero-American discourses for basic education, in order to attribute, as a privilege, to the teaching work the guarantee of students' school success and, consequently, reach quality in education. From such discourses, the policy texts have defended the production of evaluation policies aiming at controlling the curriculums of teaching education (initial and continuous development) and action. In this paper, which is theoretically and methodologically guided by Ernesto Laclau's and Chantal Mouffe's Discourse Theory, I analyze the processes of discourse articulation present in the texts by Organiza&#231;&#227;o dos Estados Iberoamericanos - OEI (Ibero-American States Organization) and UNESCO (United Nations Educational, Scientific and Cultural Organization), highlighting the significant performance as the focus of evaluation. In the analysis of discourses regarding teachers' education and work established as a target for the Ibero-American region, with focus on the professional performance, the competences gain importance as a model of curricular organization. I conclude pointing out that the attempts to control the teaching professional community regarding their education and work assign new roles, marked by accountability, to the teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La docencia ha asumido centralidad en los discursos Iberoamericanos para la ense&#241;anza b&#225;sica como forma de atribuir privilegios al trabajo docente y garantizar &#233;xito escolar de los dicentes y, consecuentemente, atingir da cualidad en la educaci&#243;n. A partir de estos discursos, textos pol&#237;ticos defienden la producci&#243;n de pol&#237;ticas de evaluaci&#243;n en el intento de controlar los curr&#237;culos de la formaci&#243;n (inicial y continuada) y la actuaci&#243;n docente. En este art&#237;culo, orientado por la teor&#237;a y metodolog&#237;a de la Teor&#237;a del Discurso de Ernesto Laclau y Chantal Mouffe analizo los procesos de articulaci&#243;n discursiva presentes en los textos de la Organizaci&#243;n de los Estados Iberoamericanos - OEI y de UNESCO, destacando el significante desempe&#241;o como foco de la evaluaci&#243;n. En el an&#225;lisis de los discursos, para la evaluaci&#243;n de la formaci&#243;n y del trabajo docente establecida como meta para la regi&#243;n Iberoamericana, teniendo como foco el desempe&#241;o profesional, las competencias asumen importancia como modelo de organizaci&#243;n curricular. Concluyo que los intentos de control sobre la comunidad profesional docente en su formaci&#243;n y trabajo proyectan nuevos papeles para el profesor marcados por la responsabilidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de currículo]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Políticas de currículo]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
