<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000200059</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.26949</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PERMANÊNCIA NO ENSINO MÉDIO BRASILEIRO E SUA RELAÇÃO COM A FORMAÇÃO DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PERMANENCE IN BRAZILIAN MIDDLE EDUCATION AND ITS RELATIONSHIP WITH TEACHER TRAINING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jung]]></surname>
<given-names><![CDATA[Hildegard Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fossatti]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sudbrack]]></surname>
<given-names><![CDATA[Edite Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões, URI  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<fpage>59</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000200059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo, de caráter bibliográfico e empírico, tem como tema o ensino médio brasileiro, enfocando a formação continuada dos professores como estratégia de permanência. O objetivo consiste em analisar estratégias de permanência, apresentando dados de professores de duas escolas sobre os encontros de formação do Pacto Nacional Ensino Médio, cujo objetivo era aumentar a permanência por meio de jornadas de formação. Os resultados mostram relação entre os docentes que não se dispuseram a participar da pesquisa e a descontinuidade das políticas educacionais. A totalidade dos entrevistados relaciona a formação continuada e a prática pedagógica, porém, o trabalho colaborativo mostrou-se um desafio. Conclui-se pela necessidade de pensar estratégias de permanência, a exemplo do Pacto, para potencializar a formação continuada dos professores, posto que os resultados apontam para uma significativa relação entre os dois aspectos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article, with a bibliographical and empirical character, has as its theme the Brazilian High School Teaching, focusing on the continued formation of teachers as a strategy of permanence. It aims to analyze permanence strategies, presenting data from teachers from two schools about the formation meetings of the National High School Pact, whose objective was to increase the permanence through training journeys. The results show a relationship among: teachers who were not willing to participate in the research and the discontinuity of educational policies; continuing education and pedagogical practice and the challenge of collaborative work. It is concluded that there is a need to think about continuance strategies in secondary education, as in the case of the Pact, in order to foster the continuous formation of teachers, since the results point to a significant relationship between the two.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pacto Nacional do Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Permanência escolar]]></kwd>
<kwd lng="en"><![CDATA[National Pact for Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[Continued Faculty Education]]></kwd>
<kwd lng="en"><![CDATA[School Remain]]></kwd>
</kwd-group>
</article-meta>
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