<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102017000100060</article-id>
<article-id pub-id-type="doi">10.4013/edu.2017.211.07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saber profissional docente: autoridade ao espelho da autonomia na escola contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; professional knowledge: Authority mirroring autonomy in the contemporary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortizo]]></surname>
<given-names><![CDATA[Telma Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Elisabete Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Maria de Lourdes Soares Ornellas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></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>21</volume>
<numero>1</numero>
<fpage>60</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102017000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102017000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102017000100060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo objetiva analisar o saber profissional docente tendo como referente a autoridade interrogada ao espelho da autonomia. Nesse meandro, em que entra em curso a liquidez (Bauman, 2001), a crise da educa&#231;&#227;o (Arendt, 2011) e o processo de dessimboliza&#231;&#227;o geracional (Dufour, 2005), problematiza-se: Como tem sido constitu&#237;do o saber profissional dos professores? Quais s&#227;o os referentes da autoridade e da autonomia que atravessam o agir docente? Esta pesquisa, de abordagem qualitativa, tem como dispositivos de coleta de dados as observa&#231;&#245;es e a entrevista com tr&#234;s professores de uma escola p&#250;blica. Os professores desejam a autoridade docente, mas acabam por experimentar a ced&#234;ncia &#224; autoridade poss&#237;vel que se vive na escola. Conclui-se, ent&#227;o, que a dimens&#227;o pol&#237;tica tem vindo a fragilizar-se nos discursos sobre autonomia e autoridade docente e, consequentemente, nas quest&#245;es de desenvolvimento do saber profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to analyze the teachers&#8217; professional knowledge using as reference the authority questioned to the autonomy&#8217;s mirror. In this sense, considering liquidity (Bauman, 2001), the educational crisis (Arendt, 2011) and the de-symbolization process of a generation (Dufour, 2005), we question: How has the professional development of the teachers been constituted? What are the authority and autonomy references for the teaching act? This is a qualitative investigation and the data was collected using observations and semi-structured interviews with three teachers of a public school. Teachers want the teaching authority, but end up trying to transfer the possible authority that lies in school. It follows then that the political dimension has been weakening in discourses on autonomy and teaching authority and, consequently, in the development issues of professional knowledge. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saber Profissional Docente]]></kwd>
<kwd lng="pt"><![CDATA[Autoridade]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Professional Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Authority]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CORREIA]]></surname>
<given-names><![CDATA[J.A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Crise da escola e os dispositivos de compensação identitária dos professores]]></article-title>
<source><![CDATA[Revista Trabalho &amp; Educação]]></source>
<year></year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>31-52</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
