<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462023000200909</article-id>
<article-id pub-id-type="doi">10.14393/repodv12n2a2023-67729</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos políticos na formação de professores na atualidade: uma crítica a partir de Hannah Arendt]]></article-title>
<article-title xml:lang="en"><![CDATA[Political aspects in teacher training today: a critique from Hannah Arendt]]></article-title>
<article-title xml:lang="es"><![CDATA[Aspectos políticos en la formación docente hoy: una crítica de Hannah Arendt]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Antonio Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzi]]></surname>
<given-names><![CDATA[Ronaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Inhumas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Inhumas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>909</fpage>
<lpage>927</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462023000200909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462023000200909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462023000200909&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo analisa aspectos políticos, finalidades e os objetivos da formação de professores no modelo Educação à distância (EaD). Atualmente, se tornou hegemônica a formação de professores por esse modelo, haja vista pelo número crescente de oferta e demanda desses cursos. Contudo, seria a formação de professores adequada nesse formato? Pensadores sobre a educação insistem que a formação de professores não se reduz a uma profissionalização aos moldes dos valores empresariais. Uma formação rápida, eficaz e eficiente não parece se ajustar à própria concepção de formação de professores. Nesse sentido, o texto pretende chamar atenção para um processo de &#8220;desumanização&#8221;, quanto a formação de professores, que para tal, retoma alguns pontos sobre o pensamento de Hannah Arendt na tentativa de analisar se essa formação poderia &#8220;ir bem&#8221; quando é reduzida apenas a esse tipo de tecnologia. Valemos também dos estudos mais recentes sobre o tema, como os de Jan Masschelein e Maarten Simons ambos os pesquisadores retomam Arendt e discutem a educação como um bem público. Nesse caminho, a tendência de uma formação &#8220;personalizada&#8221;, voltado ao individual, parece se perder em relação à ideia de &#8220;comum&#8221;, &#8220;bem público&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study analyzes political aspects, purposes and objectives of teacher training in the Distance Education model. Currently, teacher training using this model has become hegemonic, as seen by the growing number of supply and demand for these courses. However, would teacher training be adequate in this format? Thinkers about education insist that teacher training cannot be reduced to professionalization along the lines of business values. Fast, effective and efficient training does not seem to fit the very conception of teacher training. In this sense, the text intends to draw attention to a process of even &#8220;dehumanization&#8221;, regarding teacher training, which, for this purpose, takes up some points about Hannah Arendt&#8217;s thinking in an attempt to analyze whether this training could &#8220;go well&#8221; when it is reduced only to this type of technology. We also use the most recent studies on the subject, such as those by Jan Masschelein and Maarten Simons - both researchers take up Arendt and discuss education as a public good. In this way, the tendency of a &#8220;personalized&#8221; training, focused on the individual, seems to be lost in relation to the idea of &#8220;common&#8221;, &#8220;public good&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio analiza aspectos políticos, finalidades y objetivos de la formación docente en el modelo de Educación a Distancia. En la actualidad, la formación docente bajo este modelo se ha vuelto hegemónica, como lo demuestra la creciente oferta y demanda de estos cursos. Sin embargo, ¿sería adecuada la formación docente en este formato? Los pensadores de la educación insisten en que la formación docente no puede reducirse a la profesionalización en la línea de los valores empresariales. Una formación rápida, eficaz y eficiente no parece encajar en la concepción misma de la formación del profesorado. En este sentido, el texto pretende llamar la atención sobre un proceso de incluso &#8220;deshumanización&#8221;, en torno a la formación del profesorado, que, para ello, retoma algunos puntos del pensamiento de Hannah Arendt en un intento de analizar si esta formación podría &#8220;salir bien&#8221;. cuando se reduce únicamente a este tipo de tecnología. También utilizamos los estudios más recientes sobre el tema, como los de Jan Masschelein y Maarten Simons; ambos investigadores retoman Arendt y discuten la educación como un bien público. De esta forma, la tendencia de una formación &#8220;personalizada&#8221;, centrada en el individuo, parece perderse en relación a la idea de &#8220;bien común&#8221;, &#8220;bien público&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação à Distância]]></kwd>
<kwd lng="pt"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="pt"><![CDATA[Bem público]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalização]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="en"><![CDATA[Public Good]]></kwd>
<kwd lng="en"><![CDATA[Professionalization]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Hanna Arendt]]></kwd>
<kwd lng="es"><![CDATA[Bien público]]></kwd>
<kwd lng="es"><![CDATA[Profesionalización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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