<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062011000200004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Profissionalização do magistério: do coletivo ao indivíduo, da transformação social à adequação dos sujeitos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasques]]></surname>
<given-names><![CDATA[Andréia Lopes Pacheco]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarti]]></surname>
<given-names><![CDATA[Flavia Medeiros]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>21</volume>
<numero>37</numero>
<fpage>48</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062011000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062011000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062011000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo focaliza discursos referentes à formação de duas gerações brasileiras de professores dos anos iniciais do Ensino Fundamental. Com relação ao primeiro momento, entre o final da década de 1980 e início da década de 1990, procedeu-se ao estudo de documentos relativos à proposta curricular do Projeto Cefam/SP, o que revelou discursos que enfatizavam uma formação docente voltada para o trabalho coletivo e a atitude crítico-reflexiva. Já no segundo período, correspondente à geração de professores formada a partir da segunda metade da década de 1990, as propostas de formação docente (representadas por diretrizes, referenciais e decretos federais) são marcadas pela influência de organismos internacionais e por um viés econômico, seguindo uma direção pragmatista baseada em competências individuais, o que aponta para um enfraquecimento político do magistério enquanto grupo profissional. Questiona-se, assim, a pertinência de se considerar o momento atual como sendo de profissionalização docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article focuses on discourses about the training of two generations of Brazilian teachers of the early years of elementary school. With regard to the first period, between the late 1980s and the early 1990s, the study of documents related to the curricular proposal of Project Cefam/SP was carried out, which revealed discourses emphasizing a teacher’s training geared towards collective work and a critical-reflexive attitude. In the second period, corresponding to the generation of teachers trained from the second half of the 1990s on, the proposals for teacher’s training (represented by guidelines, benchmarks, and federal decrees) are marked by the influence of international organizations and an economic standpoint, assuming a pragmatist orientation based on individual skills, pointing to a political weakening of professorship as a professional group. Thus, one wonders if it is relevant to consider the current moment as a teachers’ professionalization period.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Profissão Docente]]></kwd>
<kwd lng="pt"><![CDATA[Discurso Educacional]]></kwd>
<kwd lng="en"><![CDATA[Teachers’ Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Profession]]></kwd>
<kwd lng="en"><![CDATA[Educational Discourse]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Profissionaliza&ccedil;&atilde;o  do Magist&eacute;rio: do coletivo ao indiv&iacute;duo, da transforma&ccedil;&atilde;o social &agrave; adequa&ccedil;&atilde;o  dos sujeitos.</h2> <h3>Professionalization of Professorship: from the  collective to the individual, from the social transformation to the  appropriateness of the subjects.</h3>     <p>&nbsp;</p> <h4>Andr&eacute;ia  Lopes Pacheco Vasques, Flavia Medeiros Sarti</h4> </font>      ]]></body><back>
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