<?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>S1981-416x2017000401147</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.054.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas Educacionais para a educação superior e os dilemas das licenciaturas: questões curriculares]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Policies for higher education and the dilemmas of undergraduate courses: curricular questions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Neide Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frangella]]></surname>
<given-names><![CDATA[Rita de Cássia Prazeres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>54</numero>
<fpage>1147</fpage>
<lpage>1162</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000401147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000401147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000401147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo objetiva discutir como as politicas educacionais para o ensino superior tratam os dilemas enfrentados pelos cursos de licenciaturas, considerando que compete à Universidade como lócus de formação, garantir aos futuros profissionais a integração ensino, pesquisa e extensão. Tomamos como foco de investigação as Diretrizes Curriculares para a formação inicial e continuada definidas na Resolução Nº 2, de 1º de julho de 2015. Para o desenvolvimento do estudo apresentamos os aportes teóricos que subsidiaram nossas discussões, dando destaque a Lopes e Macedo (2011) e Frangella (2016) a partir das quais assumimos a compreensão sobre o currículo como um processo dialógico cujos sentidos não são e nunca serão transparentes, pois são produzidos em meio à negociação, à articulação. Argumentamos que essa perspectiva nos orienta a empreender análises que, para além de binarismo e dicotomias, se voltem para a articulação, deslocamento entre as diferentes esferas observando como as relações inter e intracontextuais operam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article aims to discuss how educational policies for higher education deal with the dilemmas faced by undergraduate courses, considering that is the University&#8217;s responsibility, as a locus of formation, to guarantee future professionals the integration of teaching, research and extension. We focus on the National curriculum guidelines for initial training and continuing education defined in Resolution No. 2 of July 1, 2015. For the development of the study, we present the theoretical contributions that subsidized our discussions, highlighting Lopes and Macedo (2011) and Frangella (2016) from which we assume the understanding about the curriculum as a dialogical process, whose senses are not and will never be transparent, because they are produced in the midst of negotiation, articulation. We argue that this perspective guides us to undertake analyzes that, in addition to binarism and dichotomies, turn to the articulation, displacement between the different spheres, observing how the inter and intracontextual relations operate.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Cursos de licenciaturas]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes curriculares]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate courses]]></kwd>
<kwd lng="en"><![CDATA[Curricular guidelines]]></kwd>
</kwd-group>
</article-meta>
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