<?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>2238-1279</journal-id>
<journal-title><![CDATA[Revista Educação e Cultura Contemporânea]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. e Cult. Contemp.]]></abbrev-journal-title>
<issn>2238-1279</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estácio de Sá - Programa de Pós-graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-12792018000400363</article-id>
<article-id pub-id-type="doi">10.5935/2238-1279.20180081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoria e empoderamento: formação de professores e a escrita monográfica de conclusão no PARFOR-HISTÓRIA/UFRRJ]]></article-title>
<article-title xml:lang="en"><![CDATA[Authorship and empowerment: teacher training and the monographic writing of conclusion im PARFOR/UFRRJ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Patricia Bastos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Ana Maria Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,patriciabazev@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,anamarques.ufrrj@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<fpage>363</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-12792018000400363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-12792018000400363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-12792018000400363&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O artigo que apresentamos é parte da pesquisa em desenvolvimento: Tornar-se professor de História: correlações de poder e força nas práticas de letramento na licenciatura de História PARFOR/UFRRJ. Buscamos apresentar o Plano Nacional de Formação de Professores da Educação Básica (PARFOR), assim como os referenciais teóricos que mobilizamos para pensar este campo de pesquisa e seus indícios. O foco principal de nossa pesquisa é compreender na formação do professor de História/PARFOR as correlações de força e poder que constituem as práticas de oralidade e letramento neste processo formativo dos alunos. Para este artigo analisaremos a produção da monografia de conclusão de curso. Utilizaremos como indício as entrevistas realizadas com os professores-alunos que concluíram o curso em 2016.2. O PARFOR possibilitou a entrada de um perfil de professores-alunos que acumularam ao longo de seus percursos no mundo da vida e do trabalho marcas identitárias e saberes sobre práticas de letramento diferenciadas dos alunos que tradicionalmente ingressam na universidade. Esses professores-alunos carregam, portanto, saberes que possuem concepções quanto à validade e pertinência relativas às práticas de oralidade, leitura e escrita. No processo de formação na graduação, essas pretensões são questionadas e tensionam as tradições letradas constituídas na universidade, abalando as certezas cristalizadas em alguns segmentos acadêmicos. As tensões geram verdadeiras rachaduras epistémicaspedagógicas, mais evidenciadas em algumas licenciaturas que outras. A pesquisa possibilitou compreender que as relações de letramento e formação de professores são desafios que precisam ser enfrentados com maior profundidade pela Universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article that we present is pat of research indevelopmente: become a history teacher: correlations of power and strength in the practices of literacy in history degree PARFOR/UFRRJ. We seek to present the national plan for the formation of Teachers of basic education (PARFOR), as well as the theoret ical references that we mobilize to think this search field and their indications. The main focusof our research is to understand the formation of the history teacher/PARFOR the correlations of strength and power that make the practices of orality and literacy in this formative process of the students. For this article we will look at the production of the monograph of completion. We will use as evidence the interviews with teachers/students who completed the course in 2016.2. The PARFOR allowed the entry of a profile of teachers/students who have accumulated along their routes in the world of life and work identity marks and knowledge about differentiated literacy practices of students who traditionally joined University. These teachers/students carry, so you know who own conceptions as to the validity and relevance concerning the practices of speaking, reading and writing. In the process of formation at graduation, these claims are questioned and they intend the literate traditions constituted in the University, shaking the candied in some academic segments certainties. Tensions generate true cracks epistémicas-pegagogical, more evident in some degrees than others. The research made it possible to understand that the relationships of literacy and teacher training are challenges that need to be faced in greater depth by the University.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professor]]></kwd>
<kwd lng="pt"><![CDATA[Letramento.]]></kwd>
<kwd lng="pt"><![CDATA[PARFOR-Professor de História.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[PARFOR-history teacher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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