<?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>S1984-71142018000200040</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v18n2.p40-54</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO E CONDIÇÕES DE TRABALHO DO PROFESSOR DO ENSINO MÉDIO NO BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING AND WORK CONDITIONS OF HIGH SCHOOL TEACHERS IN BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN Y CONDICIONES DE TRABAJO DEL PROFESOR DE LA ENSEÑANZA SECUNDARIA EN BRASIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Gilvan Luiz Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bollmann]]></surname>
<given-names><![CDATA[Maria da Graça Nóbrega]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sul de Santa Catarina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Sul de Santa Catarina Programa de Pós-Graduação em Educaçã ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>40</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000200040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O artigo tem como objetivo compreender os limites e as perspectivas &#224; forma&#231;&#227;o inicial e &#224;s condi&#231;&#245;es de trabalho dos professores do Ensino M&#233;dio no Brasil. Apresenta a discuss&#227;o com base em indicadores educacionais arrolados &#224; valoriza&#231;&#227;o do professor do Ensino M&#233;dio, com destaque para a Adequa&#231;&#227;o da Forma&#231;&#227;o Docente e Esfor&#231;o Docente. Os dados expressam os limites em rela&#231;&#227;o &#224;s proposi&#231;&#245;es das metas 15 a 18 do Plano Nacional de Educa&#231;&#227;o (2014-2024), e evidenciam desafios relacionados &#224; eleva&#231;&#227;o da forma&#231;&#227;o acad&#234;mica e melhoria das condi&#231;&#245;es de trabalho do professor do Ensino M&#233;dio. Aponta a necessidade de elevar de, aproximadamente, 58% para 100% o percentual de professores do Ensino M&#233;dio das escolas estaduais com forma&#231;&#227;o adequada. Indica que cerca de 25% dos professores t&#234;m mais de 300 alunos, que atuam nos tr&#234;s turnos, em duas ou tr&#234;s escolas e em duas ou mais etapas. Sugere que o problema da qualidade do Ensino M&#233;dio, colocado com muita intensidade no centro das discuss&#245;es com a san&#231;&#227;o da Lei 13.415/2017, n&#227;o se resolver&#225; com a flexibiliza&#231;&#227;o curricular proposta. A resolu&#231;&#227;o demanda, al&#233;m de mudan&#231;as curriculares, forma&#231;&#227;o inicial e continuada dos professores, remunera&#231;&#227;o, carreira e condi&#231;&#245;es de trabalho condizentes com o exerc&#237;cio da profiss&#227;o, nos termos de uma escola de qualidade para todas e todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The article has as aim to understand the limits and perspectives regarding to the initial training and work conditions for High School teachers in Brazil. A discussion is presented, based on educational indicators related to the High School teachers&#8217; valorization, highlighting the Appropriate Teacher training and teaching effort. Data express limits related to the propositions to the goals 15 to 18 of National Education Plan (2014-2024) and evidenced challenges regarding to the uprising the academic training and improvement the work conditions for High School teachers. They point the need to elevate from nearly 58% to 100% the teachers with appropriate training in state schools in High School. Indicates that about 25% of teachers has more than 300 students, and that they also work in three work shift, in two or three schools and in two or more stages. They suggest that the quality problem in the High School, pointed with much intensity after the Law 13.415/2017, will not solve with curriculum flexibility proposed. The resolution demands, further curriculum changes, initial and continuing training for teachers, remuneration, career and work conditions consistent to the profession, and in a school with quality for everyone. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo tiene como objetivo comprender los l&#237;mites y las perspectivas para la formaci&#243;n inicial y las condiciones de trabajo de los profesores de la Ense&#241;anza Secundaria en Brasil. Presenta la discusi&#243;n basada en indicadores educacionales relacionados con la valorizaci&#243;n del profesor de la Ense&#241;anza Secundaria, con despegue para la Adecuaci&#243;n de la Formaci&#243;n Docente y Esfuerzo Docente. Los datos expresan l&#237;mites con relaci&#243;n a las proposiciones de las metas 15 a 18 del Plan Nacional de Educaci&#243;n (2014-2024), y evidencian desaf&#237;os relacionados con la elevaci&#243;n de la formaci&#243;n acad&#233;mica y mejora de las condiciones de trabajo del profesor de la Ense&#241;anza Secundaria. Apuntan la necesidad de elevar, de aproximadamente 58% para 100% los profesores de la Ense&#241;anza Secundaria de las escuelas estaduales con formaci&#243;n adecuada. Indican que acerca de 25% de los profesores tienen m&#225;s de 300 alumnos, que act&#250;an y los tres turnos, en dos o tres escuelas y en dos o m&#225;s etapas. Sugieren que el problema de la cualidad de la Ense&#241;anza Secundaria, colocado con mucha intensidad en el centro de las discusiones con la Ley 13.415/2017, no se va a resolver con la flexibilidad curricular propuesta. La soluci&#243;n demanda, all&#225; m&#225;s de cambios curriculares, formaci&#243;n inicial y continuada de los profesores, remuneraci&#243;n, carrera y condiciones de trabajo adecuados a la profesi&#243;n, en los t&#233;rminos de una escuela de cualidad para todas y todos. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Condições de Trabalho]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Initial Training]]></kwd>
<kwd lng="en"><![CDATA[Work Conditions]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial]]></kwd>
<kwd lng="es"><![CDATA[Condiciones de Trabajo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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