<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2009000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoridade na escola e a insustentável leveza do ser]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Marlene Monteiro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Católica de Brasília Cátedra Unesco de Juventude, Educação e Sociedade ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>09</volume>
<numero>28</numero>
<fpage>481</fpage>
<lpage>496</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2009000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2009000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2009000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O aumento das violências das/nas escolas, bem como a crise de autoridade, tem motivado o desenvolvimento de pesquisas, inclusive as que as relacionam com a formação inicial e continuada de professores. Parte destas analisa a socialização profissional do magistério e encontra questões, como novas faces do “choque de realidade” dos docentes. Assim, efetuou-se uma investigação sobre as percepções dos licenciandos a respeito das violências, da autoridade e do seu próprio preparo para fazer face aos problemas emergentes. Os resultados, obtidos por meio de grupos focais realizados com estudantes de magistério, confirmam a sensação de despreparo para a imersão, ainda que gradual, na prática. Um dos temas silenciados na formação e na pesquisa é a autoridade do educador, como esta se define e se mantém. Parece ser um assunto tabu, de que se fala indiretamente, por meio do “controle de classe” e da indisciplina. Esta lacuna pode conduzir ao trato inadequado da realidade e à redução do ímpeto renovador dos novos mestres. Entre as propostas dos participantes, destacam-se a construção de um gradiente teoria-prática mais adequado, o caráter mais aplicado das disciplinas e o desenvolvimento da capacidade de encontrar soluções, sem receituários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The increase of violence of/in schools, as well as the authority crisis, have inspired research projects, including on pre-service and in-service teacher education. Part of them relate these issues to the teacher socialization, finding questions as the reality shock of the new professionals in their professional life. As a result, this project focused on the perceptions of students on their undergraduate programs and their training practices violence in schools. The data were collected by focus groups. Results confirmed their feeling of unpreparedness for gradual immersion in practice. One of the foregone issues was that of the educator’s authority. It seems a taboo, indirectly referred when discussing on “class control” and indiscipline. This gap may lead the participants to deal inadequately with reality, so reducing their impetus of renewal. Their proposals pointed out the construction of better theories - practice gradient along the program, disciplines more applied to practice, as well as the development of abilities to find solutions, instead of receiving a sort of cookbook.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Violências na Escola]]></kwd>
<kwd lng="pt"><![CDATA[Autoridade]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da Educação]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Violences in School]]></kwd>
<kwd lng="en"><![CDATA[Authority]]></kwd>
<kwd lng="en"><![CDATA[Sociology of Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Autoridade na escola e a insustent&aacute;vel  leveza do ser.</h2> <h3>Authority in school and inbearable lightness of being.</h3>     <p>&nbsp;</p> <h4>Candido Alberto Gomes,  Adriana Lira, Marlene Monteiro Pereira    <br> </h4> </font>      ]]></body><back>
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