<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122021000100101</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dos ideários neoliberais à constituição de políticas de formação docente brasileira: tempos de recessão ideológica ou alienação mercadológica?]]></article-title>
<article-title xml:lang="en"><![CDATA[From neoliberal ideas to the constitution of Brazilian teaching training policies: times of ideological recession or market alienation?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Anderson Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Vânia de Fátima Matias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Professor na Educação Básica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual de Maringá Departamento de Educação Física Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122021000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação docente brasileira foi marcada por interlocuções epistêmicas, mudanças e transformações estruturais e conjunturais, atreladas aos âmbitos sociais, culturais, econômicos, jurídicos e políticos, influenciando e (re)configurando as dimensões do ser professor. Sua configuração, como um ser social, permite a transposição dicotômica entre conhecimentos científicos e senso comum, possibilitando reflexões a uma análise conjuntural acerca da realidade posta, efetivando a essencialidade do processo formativo elucidada a partir do rompimento alienado efetivado por meio dos princípios ideológicos que regem, fragilizam e fragmentam essa formação. Propomos analisar evidências delineadas na Resolução CNE n. 6/2018 (BRASIL, 2018), acerca da implementação nacional de políticas institucionalizadas neoliberais para formação docente em Educação Física. Para tal feito, nos ancoramos em características investigativo-descritivas com pressupostos de análise de conteúdo e documental (MINAYO, 2016), sustentados pelo subentendimento da teoria da alienação trazidas por Konder (2008, 2009). Diante das análises, destacam-se indicadores dos ideários neoliberais, transcritos por meio de orientações com vistas à formação docente para atuação no mundo do trabalho. A partir das orientações normatizadas em prol de um processo formativo com competências e habilidades, delineadas nos indicadores destinados à &#8220;área de estudo e pesquisa&#8221;; &#8220;área de conhecimento específico para educação&#8221;, &#8220;atividade acadêmica para prática pedagógica&#8221;; e &#8220;componente curricular&#8221;, evidenciando os pressupostos de uma formação sistêmica e linear, subscrevendo a formação humana do futuro professor a determinados interesses e com viés que diverge dos pressupostos educacionais, suscitando uma possibilidade de alienação, induzindo à formação docente por meio de uma ideologia prescrita subliminarmente, à qual o profissional em formação será submetido, dificultando, por vezes, a construção de um conhecimento que propicie sua emancipação de forma crítica e reflexiva acerca da realidade social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazilian teacher education was marked by knowledge dialogues, structural and conjunctural changes and transformations, linked to social, cultural, economic, legal and political spheres, influencing and (re) configuring the dimensions of being a teacher. It makes possible the dichotomous transposition between scientific knowledge and common sense, allowing reflections to a conjunctural analysis about the reality, making the fundamental of the training process effective. Elucidates that from the alienated rupture, carried out through ideological principles, they weaken and fragment the formation. We propose to analyze the evidence outlined in CNE Resolution n. 6/2018 (BRAZIL, 2018), about the national implementation of institutionalized neoliberal policies for teacher education in Physical Education, for this purpose we concentrated on descriptive investigative characteristics with content and document analysis assumptions (MINAYO, 2016), supported by the sub-understanding of the alienation theory brought by Konder (2008, 2009). In light of the analyzes, indicators of neoliberal ideas stood out, transcribed through the guidelines with a view to teacher training to work in the world of work. Based on the normalized guidelines in favor of a training process with &#8220;competences&#8221; and &#8220;skills&#8221;, outlined in the indicators destined to the &#8220;area of study and research&#8221;; &#8220;Specific knowledge area for education&#8221;, &#8220;academic activity for teaching practice&#8221;; and &#8220;curricular component&#8221;, highlighting the assumptions of a systemic and linear formation, subscribing the human formation of the future teacher to certain interests with a bias that diverge from the educational assumptions, raising a possibility of alienation, inducing the teacher formation through a prescribed ideology subliminally to which the professional in training will be submitted, sometimes making it difficult to build a knowledge that allows their emancipation in a critical and reflective way about social reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Alienação]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Alienation]]></kwd>
</kwd-group>
</article-meta>
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