<?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>S2178-26792021000300105</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.8919</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRISE CONJUNTURAL E ESTRUTURAL DO CAPITALISMO: LUTA PELA BASE NACIONAL COMUM NA FORMAÇÃO DE PROFESSORES ANFOPE]]></article-title>
<article-title xml:lang="en"><![CDATA[CONJUNCTUREL AND STRUCTURAL CRISIS OF CAPITALISM: FIGHT FOR THE COMMON NATIONAL BASE IN THE FORMATION OF ANFOPE TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[CONJUNCIÓN Y CRISIS ESTRUCTURAL DEL CAPITALISMO: LUCHA POR LA BASE NACIONAL COMÚN EN LA FORMACIÓN DE MAESTROS ANFOPE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taffarel]]></surname>
<given-names><![CDATA[Celi Nelza Zulke]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Marize Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luz]]></surname>
<given-names><![CDATA[Sidnéia Flores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>105</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A formação inicial e continuada de professores, mantém nexos e relações com a crise estrutural do capitalismo e a especificidade da crise conjuntural no Brasil. O capitalismo, em sua fase imperialista atual aprofunda ainda mais a subsunção real da vida e do trabalho ao capital (LÊNIN, 2007), tem como resultados novas formas de exploração do trabalho, afetando dimensões reprodutivas seja material como imaterial, por mediações e expressões na mercantilização da vida e regressão dos direitos sociais e trabalhistas e a destruição das democracias. Na particularidade da política educacional está na avança a precarização do trabalho e da formação de professores. O presente texto destaca algumas mediações, que estão contidas na disputa dos rumos de projeto de formação de professores e defende proposição crítica superadora apresentada pela ANFOPE. Inicialmente apresentamos elementos sobre a crise, em seguida designamos algumas mediações e, por fim, defendemos a proposta da Base Nacional Comum (BNC) para a formação de professores como propõe a Associação Nacional pela Formação dos Profissionais da Educação (ANFOPE).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The initial and continued formation of teachers maintains relationships and relations with the structural crisis of capitalism and the specificity of the conjuncture crisis in Brazil. Capitalism, in its current imperialist phase, further deepens the real subsumption of life and work to capital (LÊNIN, 2007), has as results new forms of exploitation of work, affecting material reproductive dimensions as immaterial, by mediations, this destruction is expressed in the commodification of life and regression of social and labor rights and the destruction of democracies. In particular the educational policy in the precariousness of work and teacher education. This text highlights some mediations, which are contained in the dispute of the directions of teacher training project and defends a critical proposition overreview presented by ANFOPE. Initially we present elements about the crisis, then we designate some mediations and, finally, we defend the proposal of the Common National Base (BNC) for the training of teachers as proposed by the National Association for the Training of Education Professionals (ANFOPE).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La formación inicial y continua de los docentes, mantiene vínculos y relaciones con la crisis estructural del capitalismo y la especificidad de la crisis cíclica en Brasil. El capitalismo, en su actual fase imperialista profundiza aún más la subsunción real de la vida y el trabajo al capital (Lenin, 2007), resulta en nuevas formas de explotación laboral, afectando las dimensiones material como reproductiva inmaterial. expresado en la mercantilización de la vida y la regresión de los derechos sociales y laborales y la destrucción de las democracias. En la particularidad de la política educativa en el trabajo precario y la formación del profesorado. Este texto destaca algunas mediaciones, que están contenidas en la disputa sobre la dirección del proyecto de formación docente y defiende una propuesta crítica de superación presentada por ANFOPE. Inicialmente presentamos elementos sobre la crisis, luego designamos algunas mediaciones y, finalmente, defendimos la propuesta de la Base Nacional Común (BNC) para la formación de docentes propuesta por la Asociación Nacional para la Formación de Profesionales de la Educación (ANFOPE).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[ANFOPE]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[ANFOPE]]></kwd>
<kwd lng="en"><![CDATA[National Common Base.]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[ANFOPE]]></kwd>
<kwd lng="es"><![CDATA[Base Común Nacional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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