<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822020000300051</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v0i0.1501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Povoando subjetividades na &#8220;nova&#8221; política para a formação de professores no Brasil: uma discussão acerca das competências]]></article-title>
<article-title xml:lang="en"><![CDATA[Populating subjectivities in the &#8220;new&#8221; politics for teacher education in Brazil: a discussion about competences]]></article-title>
<article-title xml:lang="es"><![CDATA[Poblando subjetividades en la &#8220;nueva&#8221; política de formación docente en Brasil: una discusión sobre competencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baldan]]></surname>
<given-names><![CDATA[Merilin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Érika Virgílio Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso Campus Universitário de Rondonópolis ]]></institution>
<addr-line><![CDATA[Mato Grosso ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>55</numero>
<fpage>51</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822020000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822020000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822020000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo foca na centralidade da noção de competências nos documentos normativos para a formação de professores. A aprovação da Resolução CNE/CP n. 2/2019 em substituição à Resolução CNE/CP n. 2/2015 torna relevante a investigação de como vêm sendo interpeladas as subjetividades em torno da noção de competência, normalizando o caráter cada vez mais prescrito da regulação. Objetivamos compreender de que maneira a reiteração das competências na formação de professores processa o povoamento das subjetividades. Referenciamo-nos, especialmente, em Harvey, Santos, Duarte, Ramos, Ball, Brown e Taubman. Nós nos ativemos às evocações ao neopragmatismo e à epistemologia da prática, ao longo do tempo, como sentidos que hegemonizam as competências na formação inicial de professores, explicitando como na política atual as competências produzem dois movimentos fundantes à produção de subjetividades pela razão neoliberal. Elas operam a dessacralização da educação como um valor em geral, ao mesmo tempo em que processam a sedução psíquica e a aceitação das políticas e práticas instrumentais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article herein focuses on the centrality of the notion of competences in normative documents for teacher education. The approval of the Resolution CNE/CP n. 2/2019 to replace Resolution CNE/CP n. 2/2015 makes relevant the investigation of how the subjectivities surrounding the notion of competence, thus normalizing the character increasingly prescribed of the regulation. Thereby, we aim to understand how the reiteration of competences in teacher education processes the settlement of subjectivities. Our references were mainly Harvey, Santos, Duarte, Ramos, Ball, Brown, and Taubman. We relied on the evocation of the neopragmatism and the epistemology of practice over time as the meanings that hegemonize the competences in initial teacher education. We conclude by explaining how the competences produce two fundamental movements for the production of subjectivities for neoliberal reasons in current politics. They operate the desecration of education as a value in general, at the same time that they process psychic seduction and the acceptance of instrumental policies and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como enfoque la centralidad de la noción de competencias en los documentos normativos para la formación docente. La aprobación de la Resolución CNE/CP n. 2/2019 en sustitución de la Resolución CNE/CP n. 2/2015 hace relevante la investigación de cómo las subjetividades que rodean la noción de competencia han sido cuestionadas, normalizando pues el carácter cada vez más prescrito de la regulación. Así, buscamos comprender cómo la reiteración de competencias en la formación docente procesa el asentamiento de subjetividades. Nuestras principales referencias son Harvey, Santos, Duarte, Ramos, Ball, Brown y Taubman. Nos atenemos a las evocaciones del neopragmatismo y la epistemología de la práctica, a lo largo del tiempo, como significados que hegemonizan competencias en la formación inicial del profesorado. Concluimos explicando cómo, en la política actual, las competencias producen dos movimientos fundamentales para la producción de subjetividades por la razón neoliberal. Ellas operan la profanación de la educación como un valor en general, al mismo tiempo que procesan la seducción psíquica y la aceptación de políticas y prácticas instrumentales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[política curricular]]></kwd>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[curricular policy]]></kwd>
<kwd lng="en"><![CDATA[competences]]></kwd>
<kwd lng="en"><![CDATA[teacher educacion]]></kwd>
<kwd lng="es"><![CDATA[política curricular]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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