<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692023000100110</article-id>
<article-id pub-id-type="doi">10.5380/ipe.v17i0.90138</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente em cursos EAD de instituições privadas: implicações aos cursinhos populares]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training in distance education courses offered by private institutions: implications for popular courses]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente em cursos de educación a distancia de instituciones privadas: implicaciones para los cursos populares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Minhoto]]></surname>
<given-names><![CDATA[Maria Angélica Pedra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Saulo Monteiro dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692023000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692023000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692023000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, apresentamos a ampliação da Educação a Distância (EaD) no âmbito da Educação Superior e como ela tende a aprofundar a pseudoformação de licenciandos, modificando a formação docente em acordo com o princípio da concorrência mercantil &#8211; princípio fundante da liberdade no neoliberalismo -, cuja lógica se generalizou para todas as esferas sociais, incluindo a Educação. Nessa direção, investigamos as possíveis consequências da tendência de pseudoformação frente às práticas dos professores nos cursinhos populares pré-vestibular. Para o levantamento de dados, utilizamos como metodologia a revisão bibliográfica e a entrevista semiestruturada com dois professores de cursinhos populares da região do Alto Tietê, região próxima a São Paulo, capital. Como referencial teórico de análise adotamos os conceitos de pseudoformação e racionalidade tecnológica formulados por autores da primeira geração da Escola de Frankfurt. Os resultados mostram que os cursinhos populares pré-vestibular também são locais de formação de professores, sendo espaços para a atuação de ex-estudantes que desejam contribuir para a continuidade desses projetos. Porém, o avanço da EaD tem potencial para acarretar mudanças profundas nesses projetos populares, com a participação de professores alinhados cada vez mais às demandas do neoliberalismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we present the expansion of Distance Education (DE) in the scope of Higher Education and how it tends to deepen pseudo-formation of undergraduates, modifying teacher training in accordance to the principle of market competition - the founding principle of freedom in neoliberalism -, whose logic was generalized to all social spheres, including Education. In this direction, we investigated the possible consequences of the trend of pseudo-formation in face of the teachers practices in popular pre-university preparatory courses. For data collection, we used as a methodology the bibliographic review and the semi-structured interview with two teachers of popular courses in the Alto Tietê region, close to São Paulo, capital. As a theoretical framework for analysis, we adopted the concepts of pseudo-formation and technological rationality formulated by authors of the first generation of the Frankfurt School. The results show that popular pre-university preparatory courses are also places for teacher training, being spaces for former students who wish to contribute to the continuity of these projects. However, the advancement of Distance Education (DE) has the potential to bring about profound changes in these popular projects, with the participation of teachers increasingly aligned with the demands of neoliberalism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo presentamos la expansión de la Educación a Distancia (EaD) en el ámbito de la Educación Superior y cómo tiende a profundizar la pseudoformación de los estudiantes de pregrado, modificando la formación docente de acuerdo con el principio de competencia del mercado -el principio fundador de la libertad en el neoliberalismo-, cuya lógica se generalizó a todas las esferas sociales, incluyendo la educación. En esta dirección, investigamos las posibles consecuencias de la tendencia de la pseudoformación en relación con las prácticas docentes en los cursos preparatorios preuniversitarios populares. Para la recopilación de datos, utilizamos como metodología la revisión bibliográfica y la entrevista semiestructurada con dos profesores de cursos populares en la región de Alto Tietê, cerca de São Paulo, capital. Como marco teórico para el análisis, adoptamos los conceptos de pseudoformación y racionalidad tecnológica formulados por autores de la primera generación de la Escuela de Frankfurt. Los resultados muestran que los cursos populares de preparación para la universidad también son lugares para la formación docente, siendo espacios para ex-alumnos que desean contribuir a la continuidad de estos proyectos. Sin embargo, el avance de la Educación a Distancia (EaD) tiene el potencial de generar cambios profundos en estos proyectos populares, con la participación de profesores cada vez más alineados con las demandas del neoliberalismo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância (EaD)]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Crítica da Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Cursinhos populares]]></kwd>
<kwd lng="en"><![CDATA[Distance Education (DE)]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Critical Theory of Society]]></kwd>
<kwd lng="en"><![CDATA[Popular courses]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia (EaD)]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Teoría crítica de la sociedade]]></kwd>
<kwd lng="es"><![CDATA[Cursinhos populares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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