<?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>S2177-62102019000300408</article-id>
<article-id pub-id-type="doi">10.4013/edu.2019.233.02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre o saber e o fazer docente na educação profissional técnica de nível médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Between knowledge and teaching in middle-level technical professional education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria Adélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Eduardo Henrique Lacerda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Programa de Pós-graduação Mestrado em Educação Tecnológica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Programa de Pós-graduação Mestrado Profissional em Educação Profissional e Tecnológica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>408</fpage>
<lpage>424</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102019000300408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102019000300408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102019000300408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto tem por objetivo refletir sobre as percepções docentes a respeito do processo ensino-aprendizagem dos jovens estudantes da educação profissional técnica de nível médio. Para tanto, analisamos as concepções de 276 professores que lecionavam no ensino técnico, nos anos de 2017 e 2018, e que participaram do curso de desenvolvimento profissional docente. Constatamos que 60% desses docentes não se formaram para a profissão-professor. Os dados coletados foram analisados a luz do referencial teórico de pesquisadores do campo da formação de professores, sobretudo na especificidade dos saberes docentes, como Tardif (2002) e Gauthier (1998). Observamos que existe uma prática de culpabilidade pelos fracassos da escola, que ora se concentra nos aspectos institucionais, ora se desloca para questões referentes às práticas pedagógicas dos docentes, mas em sua maioria estanca na condição de falta de pré-requisitos dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text aims to reflect on teachers' perceptions regarding the teaching-learning process of the young students of technical secondary education. To do so, it analyzed the conceptions of 276 teachers who taught in technical education, in the years 2017 and 2018, and who participated in the professional development of teachers. We found that 60% of these teachers did not graduate to the teaching profession and, therefore, they are in the condition of teachers. The observed data were analyzed in the light of the theoretical reference of researchers in the field of teacher training, especially in the specificity of teaching knowledge, such as Tardif (2002) e Gauthier (1998). We observed that there is a guilty practice for school failures, which sometimes focuses on institutional aspects, but instead moves to questions about teachers' pedagogical practices, but most of them are stagnant in the lack of prerequisites for students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="en"><![CDATA[Teacher knowledge]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
</kwd-group>
</article-meta>
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