<?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>S1982-03052023000300038</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.75640</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO POLÍTICA E CIDADÃ DO PROFESSOR: luta pelo humano]]></article-title>
<article-title xml:lang="en"><![CDATA[THE POLITICAL AND CITIZEN EDUCATION OF THE TEACHER: fight for the human]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN POLÍTICA Y CIUDADANA DEL DOCENTE: luchar por el ser humano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Amarildo Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Fabiane Rodrigues dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Luterana do Brasil, Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil) E-mail</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>74</numero>
<fpage>38</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000300038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000300038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000300038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo da discussão é realizar um mapeamento e discussão da produção sobre políticas e gestão da educação no Brasil e suas interfaces no campo da formação política de professores da educação básica. Para isso, analisamos o sentido das políticas e gestão emergentes na educação e, também, averiguamos as possíveis propostas contemporâneas para a formação política de educadores, lançando as bases teóricas de modos (trans)formadores de prática, na contramão do mundo capitalista neoliberal. O trabalho contempla algumas políticas da educação e os saberes que insurgem e se renovam no tempo presente, alimentando formas de (re)existência do ser professor. Em tempos de crise, a jornada do professor brasileiro da educação básica à pós-graduação é exaustiva e desvalorizada, exigindo ações imediatistas, rápidas e desconectadas de projetos conjuntos. A pesquisa hermenêutica contextualiza a atitude permanente de revisão de estudos, tendo como horizonte de criação as estratégias formativas conectadas às políticas educacionais. É inspirada na (re)construção de conhecimentos e referências do campo, buscando entender a experiência da formação política e cidadã do professor que estamos vivendo, para que seja possível abrigar a pluralidade do humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of the discussion is to map and discuss production on education policies and management in Brazil and their interfaces in the field of political training of basic education teachers. For this, we analyze the meaning of emerging policies and management in education, and we also investigate possible contemporary proposals for the political training of educators, laying the theoretical foundations of (trans)forming modes of practice, against the grain of the neoliberal capitalist world. The work contemplates some education policies and the knowledge that arise and are renewed in the present time, feeding forms of (re)existence of being a teacher. In times of crisis, the journey of the Brazilian teacher from basic education to graduate school is exhausting and undervalued, demanding immediate, quick actions that are disconnected from joint projects. Hermeneutic research contextualizes the permanent attitude of reviewing studies, having training strategies connected to educational policies as a creation horizon. It is inspired by the (re)construction of knowledge and references in the field, seeking to understand the experience of political and civic education of the teacher that we are living, so that it is possible to shelter the plurality of the human.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la discusión es mapear y discutir la producción sobre políticas y gestión educativa en Brasil y sus interfaces en el campo de la formación política de profesores de educación básica. Para ello, analizamos el significado de las políticas y la gestión emergentes en educación, y también investigamos posibles propuestas contemporáneas para la formación política de los educadores, sentando las bases teóricas de modos de práctica (trans)formadores, a contrapelo del mundo capitalista neoliberal. El trabajo contempla algunas políticas educativas y los saberes que surgen y se renuevan en la actualidad, alimentando formas de (re)existencia del ser docente. En tiempos de crisis, el camino del docente brasileño desde la educación básica hasta el posgrado es agotador y desvalorizado, exigiendo acciones inmediatas, rápidas y desvinculadas de proyectos conjuntos. La investigación hermenéutica contextualiza la actitud permanente de revisión de estudios, teniendo como horizonte de creación las estrategias de formación vinculadas a las políticas educativas. Se inspira en la (re)construcción de saberes y referentes en el campo, buscando comprender la experiencia de formación política y cívica del docente que estamos viviendo, para que sea posible cobijar la pluralidad de lo humano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[gestão escolar]]></kwd>
<kwd lng="pt"><![CDATA[formação política]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[school management]]></kwd>
<kwd lng="en"><![CDATA[political background]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[gestión escolar]]></kwd>
<kwd lng="es"><![CDATA[trasfondo político]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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