<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062017000100141</article-id>
<article-id pub-id-type="doi">10.14393/che-v16n1-2017-10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação política, ética e histórica: possibilidades de compreensão da formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The ethical, political and historical education: possibilities of teacher's formation comprehension]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación política, ética e histórica: posibilidades de comprensión de formación de profesores.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Daniella Ribeiro do Vale da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Siquelli]]></surname>
<given-names><![CDATA[Sônia Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quillici Neto]]></surname>
<given-names><![CDATA[Armindo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Ensino Universitário Octávio Bastos  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Sapucaí Programa de Pós-Graduação, Mestrado em Educação ]]></institution>
<addr-line><![CDATA[Pouso Alegre MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></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>16</volume>
<numero>1</numero>
<fpage>141</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062017000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062017000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062017000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A forma&#231;&#227;o do professor no Brasil &#233; sempre alvo de discuss&#245;es, que historicamente data da segunda metade do s&#233;culo XIX, com os primeiros cursos de forma&#231;&#227;o de professores, corroborando com a forma com que se apresenta a preocupa&#231;&#227;o constante em rela&#231;&#227;o ao conhecimento adquirido e a pouca aten&#231;&#227;o &#224; forma&#231;&#227;o &#233;tica e pol&#237;tica do docente. O objetivo desse artigo foi compreender, sob o olhar de categorias de Arendt (1989, 1993, 2000, 2014), atrav&#233;s de uma an&#225;lise qualitativa, o conceito e papel do professor diante da constitui&#231;&#227;o hist&#243;rica do professor e o retorno &#224; tradi&#231;&#227;o para o enfretamento de uma poss&#237;vel crise na forma&#231;&#227;o &#233;tica e pol&#237;tica. Al&#233;m de analisar o problema da forma&#231;&#227;o docente, trouxe como resultado uma reflex&#227;o hist&#243;rico-filos&#243;fica sobre as circunst&#226;ncias em que se encontram a forma&#231;&#227;o dos educadores e as consequ&#234;ncias prov&#225;veis que conduzem ao empobrecimento dos saberes essencial da forma&#231;&#227;o &#233;tica e pol&#237;tica. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  A teacher's formation in Brazil is always target for discussion, which historically dates the second half of nineteenth century, with the first classes to formate teachers, corroborate the way the constant concern about the knowledge conquered and the little attention to the ethical and political formation of the teacher. This article's goal was to comprehend, by Arendt's categories look (1989, 1993, 2000, 2014), through a qualitative analysis, the concept and job of a teacher in front of the historical constitution of teachers and the return to traditions for the battling against a possible crisis in a political and ethical formation. Besides analysing the docent's formation problem, it brought as a result a historical-philosophical reflexion about the circumstances the formation of docents are and the probably consequences that lead to a poorly essential knowledge of ethics and politics. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La formaci&#243;n de profesor en Brasil es siempre blanco de discusiones, que hist&#243;ricamente datan de la segunda mitad del siglo XIX, con los primeros cursos de formaci&#243;n de profesores, corroborando con la forma en que se presenta la preocupaci&#243;n constante en relaci&#243;n al conocimiento adquirido y la poca atenci&#243;n a la formaci&#243;n &#233;tica y pol&#237;tica del docente. El objetivo de ese art&#237;culo fue comprender, bajo la visi&#243;n de categor&#237;as de Arendt (1989, 1993, 2000, 2014), a trav&#233;s de un an&#225;lisis cualitativo, el concepto y papel del profesor delante de la constituci&#243;n hist&#243;rica del profesor y el retorno a la tradici&#243;n para el enfrentamiento de una posible crisis en la formaci&#243;n &#233;tica y pol&#237;tica. Adem&#225;s de analizar el problema de la formaci&#243;n docente, trajo como resultado una reflexi&#243;n hist&#243;rico-filos&#243;fica sobre las circunstancias en que se encuentran la formaci&#243;n de los educadores y las consecuencias probables que conducen al empobrecimiento de los saberes esenciales de la formaci&#243;n &#233;tica y pol&#237;tica. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Formação Política]]></kwd>
<kwd lng="en"><![CDATA[Docent Formation]]></kwd>
<kwd lng="en"><![CDATA[Ethical]]></kwd>
<kwd lng="en"><![CDATA[Political Formation]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Formación Política]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<source><![CDATA[]]></source>
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