<?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>S1984-71142018000300258</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v18n3.p258-269</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O &#8216;APAGÃO&#8217; DOCENTE: LICENCIATURAS EM FOCO]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER BURNOUT: LICENTIATE DEGREES IN FOCUS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL 'APAGÓN' DOCENTE: LICENCIATURAS EN FOCO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquinsani]]></surname>
<given-names><![CDATA[Rosimar Serena Siqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquinsani]]></surname>
<given-names><![CDATA[Valdocir Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo Instituto de Filosofia e Ciências Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>258</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000300258&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000300258&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000300258&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Avizinha-se o risco de &#8216;apag&#227;o&#8217; docente na Educa&#231;&#227;o B&#225;sica brasileira. Tal risco assenta-se, sobretudo, em duas constata&#231;&#245;es: a parca op&#231;&#227;o por cursos de licenciatura e a defasagem quantitativa entre o n&#250;mero de jovens professores e o n&#250;mero de docentes na etapa final de suas carreiras. Para fazer o enfrentamento desta situa&#231;&#227;o, s&#227;o necess&#225;rias solu&#231;&#245;es estruturais que passariam por dois movimentos: a) o investimento na atratividade e a perman&#234;ncia na carreira docente, e b) o fortalecimento dos cursos de licenciatura. Na esteira desse debate, o artigo objetiva discutir circunstancialmente o ensino nos cursos de licenciatura e a sua potencial contribui&#231;&#227;o para a supera&#231;&#227;o do deficit crescente de professores. Para essa discuss&#227;o, o artigo foi pautado em base bibliogr&#225;fica, conduzida por metodologia anal&#237;tico-reconstrutiva, edificada a partir da an&#225;lise de conte&#250;do sobre dois procedimentos de coleta de informa&#231;&#245;es: dados de contexto e utiliza&#231;&#227;o de grupo focal. Como conclus&#227;o, o texto confirma as licenciaturas como apoio para a solu&#231;&#227;o estrutural do &#8216;apag&#227;o&#8217; docente. J&#225; no que concerne ao debate espec&#237;fico sobre o ensino nos cursos de licenciatura, h&#225; duas perspectivas: a) a necessidade de cursos espec&#237;ficos para a forma&#231;&#227;o docente - visto que a atividade docente n&#227;o pode ser descolada de uma prepara&#231;&#227;o espec&#237;fica; e b) a conviv&#234;ncia curricular de dois grandes n&#250;cleos: os conhecimentos disciplinares e os conhecimentos pedag&#243;gicos ou did&#225;ticos, ambos tomados como elementos centrais na forma&#231;&#227;o de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The risk of teacher burnout in Brazilian basic education is increasing. This risk is based, in particular, on two findings: the lack of choice for undergraduate courses, and the quantitative gap between the number of young teachers and the number of teachers in the final stage of their careers. In order to mitigate with this situation, structural solutions are needed that would include two movements: a) investments in attracting encouraging teachers to remain in the career, and b) strengthening the licentiate degree. In light of this debate, the article offers a circumstantial discussion on teaching in undergraduate courses, and its potential contribution to overcoming the growing lack of teachers. This article was based on bibliographic research, conducted using an analytical-reconstructive methodology, based on the analysis of content derived from two information collection procedures: context data and a focal group. In conclusion, the text confirms the licentiate degree as support for the structural solution of teacher burnout. Regarding the specific debate on teaching in undergraduate courses, there are two perspectives: a) the need for specific courses for teacher education, as the teaching activity can not be detached from a specific training, and b) the curricular coexistence of two major groups: disciplinary knowledge and pedagogical or didactic knowledge, both of which are seen as central elements in teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se avizora el riesgo de 'apag&#243;n' docente en la educaci&#243;n b&#225;sica brasile&#241;a. Este riesgo se basa, principalmente, en dos constataciones: la parca opci&#243;n por cursos de licenciatura y el desfase cuantitativo entre el n&#250;mero de j&#243;venes profesores y el n&#250;mero de docentes en la etapa final de sus carreras. Para hacer el enfrentamiento a la situaci&#243;n, son necesarias soluciones estructurales que pasar&#237;an por dos movimientos: a) la inversi&#243;n en el atractivo y permanencia en la carrera docente, y b) el fortalecimiento de los cursos de licenciatura. En el marco de este debate, el art&#237;culo objetiva discutir circunstancialmente la ense&#241;anza en los cursos de licenciatura y su potencial contribuci&#243;n a la superaci&#243;n del d&#233;ficit creciente de profesores. Para esta discusi&#243;n, el art&#237;culo fue pautado en base bibliogr&#225;fica, conducida por metodolog&#237;a anal&#237;tico-reconstructiva, edificada a partir del an&#225;lisis de contenido sobre dos procedimientos de recolecci&#243;n de informaciones: datos de contexto y la utilizaci&#243;n de grupo focal. Como conclusi&#243;n, el texto confirma las licenciaturas como apoyo a la soluci&#243;n estructural del apag&#243;n docente. En lo que concierne al debate espec&#237;fico sobre la ense&#241;anza en los cursos de licenciatura, hay dos perspectivas: a) la necesidad de cursos espec&#237;ficos para la formaci&#243;n docente - puesto que la actividad docente no puede ser descolgada de una preparaci&#243;n espec&#237;fica y, b) la convivencia curricular de dos grandes n&#250;cleos: los conocimientos disciplinares y los conocimientos pedag&#243;gicos o did&#225;cticos, ambos tomados como elementos centrales en la formaci&#243;n de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[&#8216;Apagão&#8217; docente]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente inicial]]></kwd>
<kwd lng="en"><![CDATA[Teacher burnout]]></kwd>
<kwd lng="en"><![CDATA[Licentiate degree]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="es"><![CDATA['Apagón' docente]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura]]></kwd>
<kwd lng="es"><![CDATA[Formación docente inicial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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