<?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>S1982-03052022000400002</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.71402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[É SOBRE SER PROFESSOR(A): poéticas/pruridos de anunciação da formação docente nas políticas curriculares]]></article-title>
<article-title xml:lang="en"><![CDATA[IT'S ABOUT BEING A TEACHER: poetics/pruritus of announcing teacher training in curriculum policies]]></article-title>
<article-title xml:lang="es"><![CDATA[SE TRATA DE SER DOCENTE: poética/prurito anunciador de la formación docente en políticas curriculares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Ana Cláudia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraço]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>2</fpage>
<lpage>9</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos dois últimos anos, durante a pandemia instaurada pela disseminação do vírus que ocasiona a doença Covid-19, vivenciamos as poéticas/pruridos da formação docente de modo mais intenso e em lugares antes inimagináveis. Inicialmente, nossas residências se transformaram em espaços de trabalho e os encontros formativos foram constantemente reinventados. Não mais tínhamos acesso as salas de aula, pátio escolar, corredores, espaços de lazer, banheiros, sons, cheiros, toques, olhares, gargalhadas ao vento, palavrões, gritarias, empurrões. Em meio as ausências de pessoas, sons e toques, coube a nós ressignificar os pruridos e transformá-los em poéticas, como forma de re-existência. Desafiar as políticas curriculares, que mesmo em tempos tão adversos, foram utilizadas para medir, contar, registrar, controlar. Insurgentemente insistimos nas linhas de fuga, desterritorialização e desestratificação como nos apresentam Deleuze e Guattari (1995, p. 11) para recriarmos as nossas atuações. Por isso, este dossiê se propôs a anunciar a alegria como potência de vida, os a-com-te-cimentos, des-dobramentos, (re)construindo sentidos, desentendimentos, (im)possibilidades, (des)encantos, que indagam o currículo, as políticas e o tempo de aprender. É sobre isto, é sobre nós. Destacamos que este texto faz a apresentação dos artigos que compõem a seção temática composta por vinte textos nacionais e dois internacionais que foram submetidos a revista e após aprovação, publicados. Enfatizamos que utilizamos enredamento de temas, categorias, e, às vezes, a perspectiva epistemológica dos autores para aproximar às discussões. Desejamos que possamos ao término da leitura ampliar o debate sobre ser professor(a) e esperançar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the last two years, during the pandemic brought about by the spread of the virus that causes the Covid19 disease, we have experienced the poetics/ pruritus of Teacher Training more intensely and in previously unimaginable places. Initially, our residences became workspaces and training meetings were constantly reinvented. We no longer had access to the classrooms, schoolyard, corridors, leisure spaces, bathrooms, sounds, smells, touches, looks, laughter in the wind, swearing, shouting, pushing. In the midst of the absence of people, sounds and touches, it was up to us to reframe the pruritus and transform them into poetics, as a form of re-existence. Challenging curriculum policies, which even in such adverse times, were used to measure, count, register, control. Insurgently, we insist on the lines of flight, deterritorialization and destratification as presented by Deleuze and Guattari (1995, p. 11) in order to recreate our actions. For this reason, this dossier proposes to announce joy as a power of life, the bonding-with-you-cements, developments, (re)constructing meanings, misunderstandings, (im)possibilities, (dis)enchantments, which question the curriculum, policies and time to learn. It's about this, it's about us. We emphasize that this text presents the articles that make up the thematic section composed of twenty national and two international texts that were submitted to the journal and, after approval, published. We emphasize that we use the interweaving of themes, categories, and, sometimes, the epistemological perspective of the authors to approach the discussions. We hope that, at the end of the reading, we can broaden the debate about being a teacher and hope.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos dos años, durante la pandemia provocada por la propagación del virus que provoca la enfermedad Covid-19, hemos vivido la poética/prurito de la Formación del Profesorado con más intensidad y en lugares antes inimaginables. En un principio, nuestras residencias se convirtieron en espacios de trabajo y los encuentros de formación se reinventaban constantemente. Ya no teníamos acceso a las aulas, al patio de la escuela, a los pasillos, a los espacios de esparcimiento, a los baños, a los sonidos, olores, caricias, miradas, risas al viento, palabrotas, gritos, empujones. En medio de la ausencia de personas, sonidos y caricias, nos tocó a nosotros replantear los pruritos y transformarlos en poéticas, como una forma de re-existencia. Políticas curriculares desafiantes, que aun en tiempos tan adversos, sirvieron para medir, contar, registrar, controlar. Insurgentes, insistimos en las líneas de fuga, desterritorialización y desestratificación tal como las presentan Deleuze y Guattari (1995, p. 11) para recrear nuestras acciones. Por eso, este dossier se propone anunciar la alegría como fuerza de vida, los vínculos-contigo-cementos, desarrollos, (re)construcción de significados, malentendidos, (im)posibilidades, (des)encantos, que cuestionan el currículo, políticas y tiempo para aprender. Se trata de esto, se trata de nosotros. Destacamos que este texto presenta los artículos que componen la sección temática compuesta por veinte textos nacionales y dos internacionales que fueron sometidos a la revista y, tras su aprobación, publicados. Destacamos que utilizamos el entrecruzamiento de temas, categorías y, en ocasiones, la perspectiva epistemológica de los autores para abordar las discusiones. Esperamos que, al final de la lectura, podamos ampliar el debate sobre ser maestro y esperanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[poéticas]]></kwd>
<kwd lng="pt"><![CDATA[pruridos]]></kwd>
<kwd lng="pt"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[poetic]]></kwd>
<kwd lng="en"><![CDATA[pruritus]]></kwd>
<kwd lng="en"><![CDATA[curricular policies]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[poético]]></kwd>
<kwd lng="es"><![CDATA[prurito]]></kwd>
<kwd lng="es"><![CDATA[políticas curriculares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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