<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000400729</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n4.p729-743</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS DE FORMAÇÃO E TRABALHO DOCENTE NA CONTEMPORANEIDADE: UMA DISCUSSÃO A PARTIR DO CONCEITO GRAMSCIANO DE INTELECTUAL ORGÂNICO]]></article-title>
<article-title xml:lang="en"><![CDATA[POLICIES FOR TEACHER TRAINING AND WORK IN THE CONTEMPORARY WORLD: A DISCUSSION BASED ON THE GRAMSCIAN CONCEPT OF ORGANIC INTELLECTUAL]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS DE FORMACIÓN Y TRABAJO DOCENTE EN LA CONTEMPORANEIDAD: UNA DISCUSIÓN DESDE EL CONCEPTO GRAMSCIANO DE INTELECTUAL ORGÁNICO]]></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[Almeida]]></surname>
<given-names><![CDATA[Maria de Lourdes Pinto de]]></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[,Universidade do Oeste de Santa Catarina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>729</fpage>
<lpage>743</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000400729&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000400729&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000400729&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo sobre as pol&#237;ticas de forma&#231;&#227;o e a profiss&#227;o docente traz uma revis&#227;o da literatura a respeito do tema, com destaque para as exig&#234;ncias que se imp&#245;em a estes profissionais na pr&#225;tica pedag&#243;gica escolar contempor&#226;nea. De cunho te&#243;rico, o objetivo &#233; levantar um debate sobre as exig&#234;ncias que a contemporaneidade demanda do docente e sobre a necessidade de forma&#231;&#227;o e de profissionaliza&#231;&#227;o da sua pr&#225;tica. A tarefa de formar professores para atuar na escola da sociedade do s&#233;culo XXI tem se mostrado complexa, mas o legado da teoria gramsciana contribui para que se coloquem estes valores em xeque, especialmente quando se estudam os conceitos de intelectual org&#226;nico. Com este debate espera-se que as pol&#237;ticas de forma&#231;&#227;o sejam analisadas, n&#227;o somente visando &#224; teoria que o Estado dissemina sobre, mas sim em uma perspectiva hist&#243;rico-cr&#237;tica, mostrando as contradi&#231;&#245;es vigentes em uma tentativa de resgatar a identidade do professorado e sua profissionalidade, melhorando assim a qualidade da educa&#231;&#227;o, para al&#233;m do mercado. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article on teacher training policies and the teaching profession brings a review of the literature on the subject, highlighting the requirements that are imposed on these professionals in the contemporary pedagogical practice in schools. Theoretical in nature, the objective of this study is to promote debate on the demands that contemporaneity places on the teacher, and the need for training and professionalization of their practice. The task of educating teachers to work in the school of 21st century society is complex, but the legacy of Gramscian theory has contributed to putting these values in check, especially when we study the concepts of organic intellect. With this debate, it is hoped that education policies will be analyzed, not only in terms of the theory that the State disseminates, but rather, from a historical-critical perspective, showing the contradictions at work, in an attempt to promote the identity of the professorship and its professionalism, and thereby improve the quality of education, beyond the market.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo sobre las pol&#237;ticas de formaci&#243;n y la profesi&#243;n docente trae una revisi&#243;n de la literatura respecto al tema, con destaque para las exigencias que se imponen a estos profesionales en la pr&#225;ctica pedag&#243;gica escolar contempor&#225;nea. De cu&#241;o te&#243;rico, el objetivo es levantar un debate sobre las exigencias que la demanda la contemporaneidad del docente y sobre la necesidad de formaci&#243;n y de profesionalizaci&#243;n de su pr&#225;ctica. La tarea de formar profesores para actuar en la escuela de la sociedad del siglo XXI se ha mostrado compleja, pero el legado de la teor&#237;a gramsciana contribuye para que coloquemos estos valores en jaque, especialmente cuando estudiamos los conceptos de intelectual org&#225;nico. Con este debate se espera que las pol&#237;ticas de formaci&#243;n sean analizadas, no s&#243;lo visando la teor&#237;a que el Estado disemina sobre, sino en una perspectiva hist&#243;rico-cr&#237;tica, mostrando las contradicciones vigentes en un intento de rescatar la identidad del profesorado y su profesionalidad, mejorando as&#237; la calidad de la educaci&#243;n, hacia m&#225;s all&#225; del mercado. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Formação e Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Intelectual orgânico]]></kwd>
<kwd lng="en"><![CDATA[Initial training policies]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training and Teaching]]></kwd>
<kwd lng="en"><![CDATA[Organic Intellect]]></kwd>
<kwd lng="es"><![CDATA[Políticas de formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Formación y Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Intelectual orgánico]]></kwd>
</kwd-group>
</article-meta>
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