<?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>S2177-62102018000100026</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentidos de formação continuada de professores para o CEFAPRO em Mato Grosso: a performatividade como a (boa) qualidade da educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Sense of continued teacher training for CEFAPRO in Mato Grosso: The performance as a (good) quality of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Érika Virgílio Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garske]]></surname>
<given-names><![CDATA[Lindalva Maria Novaes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>26</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Tencionamos explicitar como a forma&#231;&#227;o est&#225; sendo significada na pol&#237;tica de forma&#231;&#227;o continuada de professores do Estado de Mato Grosso no governo de Pedro Taques. Pontuamos nossa ancoragem entre diferen&#231;as te&#243;ricas de Stephen Ball e Ernesto Laclau. A discuss&#227;o emp&#237;rica foca documentos que tratam da atua&#231;&#227;o do Centro de Forma&#231;&#227;o e Aperfei&#231;oamento de Professores do Estado de Mato Grosso (CEFAPRO). Com a an&#225;lise, revolvemos a articula&#231;&#227;o discursiva de demandas para a forma&#231;&#227;o do professor no intuito de demonstrar o modo como mudan&#231;as na forma&#231;&#227;o continuada s&#227;o justificadas pela inven&#231;&#227;o da aus&#234;ncia da &#8220;boa&#8221; qualidade da educa&#231;&#227;o nas escolas. Real&#231;amos que a interpreta&#231;&#227;o de que falta conhecimento a todos dispara a produ&#231;&#227;o de sentidos de regula&#231;&#227;o e controle, instituindo a performatividade como uma l&#243;gica da forma&#231;&#227;o de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  We intend to explain how the training is being signified in the policy of continuous training of teachers of the State of Mato Grosso under the government of Pedro Taques. We punctuate our anchorage between theoretical differences of Stephen Ball and Ernesto Laclau. The empirical discussion focuses on documents that deal with the work of the Center for Training and Improvement of Teachers of the State of Mato Grosso (CEFAPRO). With the analysis, we revolve the discursive articulation of demands for teacher training in order to demonstrate how changes in continuing education are justified by the invention of the absence of the &#8220;good&#8221; quality of education in schools. We emphasize that the interpretation of lack of knowledge to all triggers the production of meanings of regulation and control, instituting performativity as a logic of teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[CEFAPRO]]></kwd>
<kwd lng="pt"><![CDATA[Política de Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Performatividade]]></kwd>
<kwd lng="en"><![CDATA[CEFAPRO]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training Policy]]></kwd>
<kwd lng="en"><![CDATA[Performativity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<issue>116</issue>
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<source><![CDATA[Educação &amp; Sociedade]]></source>
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<volume>25</volume>
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<issue>89</issue>
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</person-group>
<article-title xml:lang="en"><![CDATA[As demandas conservadoras do Movimento Escola sem Partido e a Base Nacional Curricular Comum]]></article-title>
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</back>
</article>
