<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000200101</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n2p101-110</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRABALHO DOCENTE E SISTEMAS APOSTILADOS DE ENSINO: CRÍTICA À LUZ DA TEORIA HABERMASIANA]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and Hand-out Teaching Systems:a Critique Based on Habermas&#8217; Theory]]></article-title>
<article-title xml:lang="es"><![CDATA[Trabajo Docente y Sistemas de Aprendizaje por Cuadernos: Crítica basado en la Teoría de Habermas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BEGO]]></surname>
<given-names><![CDATA[AMADEU MOURA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TERRAZZAN]]></surname>
<given-names><![CDATA[EDUARDO ADOLFO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[LUIZ ANTONIO ANDRADE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ARARAQUARA ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ARARAQUARA ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>101</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Como decorr&#234;ncia da reforma gerencial do Estado brasileiro e do vertiginoso processo de municipaliza&#231;&#227;o do ensino fundamental muitos munic&#237;pios brasileiros passaram a estabelecer parcerias com o setor privado. Dentre estas modalidades, a aquisi&#231;&#227;o de sistemas apostilados de ensino (SAEs) envolve a contrata&#231;&#227;o de empresas para a compra de materiais did&#225;ticos e assessoria did&#225;tico-pedag&#243;gica. No presente trabalho, buscamos apresentar uma leitura cr&#237;tica &#224; luz da teoria habermasiana acerca dos principais condicionantes que atuam sobre o trabalho docente no contexto de utiliza&#231;&#227;o de um SAE. Para tanto, realizamos uma pesquisa, entre os anos de 2011 e 2012, com abordagem qualitativa do tipo estudo de caso na rede escolar p&#250;blica municipal da cidade de Catanduva (SP). Os condicionantes identificados foram a terceiriza&#231;&#227;o do trabalho did&#225;tico, a unifica&#231;&#227;o do ritmo de trabalho e as avalia&#231;&#245;es externas. A articula&#231;&#227;o dos condicionantes implica a estrutura&#231;&#227;o e controle do desenvolvimento do trabalho docente que se inclina &#224; mera execu&#231;&#227;o controlada daquilo que foi preconcebido. Tornar a escola consciente das mazelas decorrentes da invas&#227;o sist&#234;mica no mundo da vida e os condicionantes ligados a esse processo significa criar uma cultura de resist&#234;ncia &#224; inser&#231;&#227;o exacerbada da tecnocracia nos espa&#231;os institucionais de decis&#227;o pol&#237;tica, evitando a unilateralidade da racionalidade instrumental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Because of the Brazilian State Management Reform and the vertiginous process of elementary school municipalization, several counties began to establish partnerships with the private sector. Among the partnership arrangements, the acquisition of Hand-Out Teaching Systems (HOTS) involves hiring companies for the purchase of teaching materials and didactic and pedagogical support. This work presents a critique based on Habermas&#8217; Theory about the main conditioning factors that act upon the teaching work regarding the use of HOTS. Thus, we performed a survey between years 2011 and 2012, with a Case Study qualitative approach about the Municipal School System of Catanduva, a town located in the state of S&#227;o Paulo. The conditioning factors identified are the outsourcing of didactic work, the unification of the teaching work rhythm and external evaluations. The articulation of constraints implies the structuring and control of the teaching work, which tends toward the mere controlled execution of that which was preconceived and organized. To make the school aware of the problems arising from the systemic invasion of the life-world and the conditions attached to this process means creating a culture of resistance to the exacerbated insertion of technocracy in the institutional spaces of political decision, avoiding the one-sidedness of instrumental rationality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Como resultado de la reforma de la gesti&#243;n en el Estado brasile&#241;o y el vertiginoso proceso de municipalizaci&#243;n de la escuela primaria muchos municipios comenzaron a establecer alianzas con el sector privado. Entre estos m&#233;todos, la adquisici&#243;n de Sistemas de Aprendizaje por Apostillas (SAA) implica la contrataci&#243;n de empresas para la compra de material did&#225;ctico y la asistencia did&#225;ctico-pedag&#243;gica. En este trabajo se presenta una lectura cr&#237;tica basada en la teor&#237;a de Habermas acerca de los principales factores determinantes que influyen en el trabajo docente en el contexto del uso de un SAA. Para ello, se realiz&#243; un estudio entre los a&#241;os 2011 y 2012, con un enfoque cualitativo del tipo estudio de caso, en lo Sistema de Escuelas P&#250;blicas Municipales de la ciudad de Catanduva, ubicada en S&#227;o Paulo. Las restricciones identificadas fueron la externalizaci&#243;n del trabajo did&#225;ctico, la unificaci&#243;n de los ritmos de trabajo y ex&#225;menes externos. La articulaci&#243;n de las restricciones consiste en la estructuraci&#243;n y control del desarrollo de la ense&#241;anza que se inclina a la mera ejecuci&#243;n controlaba de lo que estaba preconcebido. Hacer de la escuela consciente de los males derivados de la invasi&#243;n sist&#233;mica en el mundo vital y las condiciones asociadas a este proceso implica la creaci&#243;n de una cultura de la resistencia a la inserci&#243;n exacerbada de la tecnocracia en los espacios institucionales de decisi&#243;n pol&#237;tica para evitar la unilateralidad de la racionalidad instrumental.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[SISTEMAS APOSTILADOS DE ENSINO]]></kwd>
<kwd lng="pt"><![CDATA[PARCERIAS PÚBLICO-PRIVADO]]></kwd>
<kwd lng="pt"><![CDATA[RACIONALIDADE]]></kwd>
<kwd lng="pt"><![CDATA[HABERMAS]]></kwd>
<kwd lng="en"><![CDATA[HAND-OUT TEACHING SYSTEMS]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC-PRIVATE PARTNERSHIP]]></kwd>
<kwd lng="en"><![CDATA[RATIONALITY]]></kwd>
<kwd lng="en"><![CDATA[HABERMAS]]></kwd>
<kwd lng="es"><![CDATA[SISTEMAS DE APRENDIZAJE POR APOSTILLAS]]></kwd>
<kwd lng="es"><![CDATA[ALIANZA PÚBLICO-PRIVADA]]></kwd>
<kwd lng="es"><![CDATA[RACIONALIDAD]]></kwd>
<kwd lng="es"><![CDATA[HABERMAS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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