<?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]]></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>S1809-43092020000100145</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.15360.058</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas conservadoras e (des)intelectualização da docência]]></article-title>
<article-title xml:lang="en"><![CDATA[Conservative policies and (de)intellectualization of teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas conservadoras y (des)intelectualización de la docência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nörnberg]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo trata da influência das políticas conservadoras no campo da formação docente e as suas implicações na compreensão da educação e da docência como bens públicos. Parte-se da posição de que as políticas conservadoras produzem a desintelectualização docente. Inicialmente, discutem-se algumas concepções teóricas para entender como os valores do neoliberalismo e do discurso conservador influenciam os processos de formação de professores por meio da linguagem da aprendizagem e das táticas de profissionalização e de flexibilização. Posteriormente, com base em estudos sobre um programa de formação continuada de alfabetizadores, discutem-se os processos de (des)intelectualização docente. Por fim, articulam-se as reflexões feitas nos tópicos anteriores para defender a docência como atividade intelectual e ética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper deals with the influence of conservative policies in the field of teacher training and its implications in the understanding of education and teaching as public goods. It is assumed that conservative policies produce the teaching desintellectulization. Initially, some theoretical conceptions are discussed in order to understand how the values of neoliberalism and the conservative discourse influence the processes of teacher training through the learning language and the tactics of professionalization and flexibilization. Later, based on studies on a continuous training program of literacy teachers, the processes of teaching (de)intellectualization are discussed. Finally, reflections made on the previous topics to defend teaching as an intellectual and ethical activity are articulated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo trata de la influencia de las políticas conservadoras en el campo de la formación docente y sus implicaciones en la comprensión de la educación y de la docencia como bienes públicos. Se parte de la posición de que las políticas conservadoras producen la des intelectualización docente. Inicialmente, se discuten algunas concepciones teóricas para entender cómo los valores del neoliberalismo y del discurso conservador influyen en los procesos de formación de profesores por el medio del lenguaje del aprendizaje y de las tácticas de profesionalización y flexibilización. Posteriormente, con base en estudios sobre un programa de formación continuada de alfabetizadores, se discuten los procesos de (des)intelectualización docente. Al fin, se articulan las reflexiones hechas en los tópicos anteriores para defender la docencia como actividad intelectual y ética.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Políticas conservadoras]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Conservative policies]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Políticas conservadoras]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
</kwd-group>
</article-meta>
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