<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500099</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.7255</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A OCDE E A FORMAÇÃO DOCENTE: A TALIS EM QUESTÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE OECD AND THE TEACHER TRAINING: THE TALIS IN QUESTION]]></article-title>
<article-title xml:lang="es"><![CDATA[OCDE Y FORMACIÓN DE PROFESORES: TALIS EN CUESTIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maués]]></surname>
<given-names><![CDATA[Olgaíses Cabral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria da Conceição dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>99</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os organismos internacionais (OI) têm visto na educação a alavanca para o crescimento econômico e no professor, o profissional responsável pela conformação dos indivíduos a essa sociedade dita do conhecimento. Os OI têm realizado pesquisas e elaborado documentos orientadores relativos ao papel do professor, à função da escola e às competências e habilidades necessárias ao desenvolvimento do cidadão do século XXI. O artigo apresenta alguns resultados de uma pesquisa, em curso, financiada pelo CNPq, &#8220;Internacionalização da Educação Superior, os Organismos Internacionais e os Impactos nos Programas de Formação de Professores&#8221; e tem como foco a OCDE e a TALIS, buscando trazer elementos a propósito da formação docente. A metodologia adotada tem como base o materialismo histórico e dialético, o que permitiu apreender o fenômeno (formação docente) na sua totalidade, examinando-o nas suas contradições e considerando as mediações que o perpassam. Foi feita a análise de discurso (FAIRCLOUGH, 2001), tendo como corpus os documentos da OCDE, considerando a prática discursiva e a prática social expressas nos textos. Os primeiros resultados apontam para a influência da OCDE, nas ações referentes à formação dos docentes. A comunicação será dividida em três momentos: o primeiro faz a caracterização do contexto internacional e os impactos sobre a educação; o segundo analisa a posição da OCDE em relação à educação; e finalmente, serão consideradas as constatações e recomendações que a OCDE fez a partir da TALIS, em relação ao trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The international organizations (IOs) have seen in education the means for economic growth and in the teacher, the professional responsible for conformation of individuals at that society of knowledge. The Ois have performed research and elaborated documents relating to the role of the teacher, the function of the school and the competencies and skills necessary for the development of a citizen of the twenty-first century. The paper presents some results of a research, in process, funded by CNPq, "Internationalization of Higher Education, International Bodies and the impacts on Teacher Training Programs", and has how its focus the OECD and the TALIS, seeking to bring elements about the teacher training. The methodology is based on the dialectical and historical materialism, what allowed to apprehend the phenomenon (teacher training) in its entirety, by examining the contradictions and mediations that pervades it. The discourse analysis (Fairclough, 2001) made exploited the OECD documents, whereas the discursive practice and social practice expressed in the texts. The first results point to the influence of the OECD in actions relating to the training of teachers. The paper will be divided in three stages: the first is the characterization of the international context and the impacts on education; the second examines the position of the OECD in relation to education; and finally, it will be considered the findings and recommendations that the OECD made from TALIS, in relation to the teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los organismos internacionales (OI) han visto en la educación la palanca para el crecimiento económico y en el profesor el profesional responsable por la formación de los individuos en esta llamada sociedad del conocimiento. Los IO han realizado investigaciones y elaborado documentos orientadores relacionados con el papel del profesor, a la función de la escuela y las competencias y habilidades necesarias para el desarrollo ciudadano del siglo XXI. El artículo presenta algunos resultados de una investigación en curso, financiada por CNPq, (Internacionalización. Formación de docente y el papel de los organismos internacionales) y se centra en la OCDE y TALIS, buscando traer elementos sobre la formación docente. La metodología adoptada se basa en el materialismo histórico y dialéctico, lo que permitió aprehender el fenómeno (formación docente) en su totalidad, examinándolo en sus contradicciones y considerando las mediaciones que lo permean. Se realizó un análisis del discurso (FAIRCLOUGH, 2001), teniendo como corpus los documentos de la OCDE, considerando la práctica discursiva y la práctica social expresadas en los textos. Los primeros resultados apuntan a la influencia de la OCDE en las acciones referentes a la formación de los docentes. El documento se dividirá en tres momentos, el primero realiza una caracterización del contexto internacional y los impactos sobre la educación; El segundo analiza la posición de la OCDE en relación a la educación y, finalmente, se considerarán las constataciones y recomendaciones que la OCDE hizo a partir de TALIS en relación al trabajo docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Organismos Internacionais]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[TALIS]]></kwd>
<kwd lng="en"><![CDATA[International Organisms]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[TALIS]]></kwd>
<kwd lng="es"><![CDATA[Organismos Internacionales]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[TALIS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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