<?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>S2318-19822020000300203</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v0i0.1474</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autobiografia e Teoria do Discurso: uma possibilidade de desconstruir discursos das políticas curriculares de formação de professores no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Autobiographical and the Theory of Discourse: a possibility of deconstructing discourses of curriculum policies of teacher formation in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Autobiografía y Teoría del Discurso: una posibilidad de deconstruir discursos de políticas curriculares para la formación docente en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Craveiro]]></surname>
<given-names><![CDATA[Clarissa Bastos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense (UFF)  ]]></institution>
<addr-line><![CDATA[Angra dos Reis Rio de Janeiro]]></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>203</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822020000300203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo apresenta uma possibilidade de re-significar os discursos das políticas de formação de professores por meio da narrativa autobiográfica como um caminho de criticismo e mudanças nos discursos da escola. Discursos políticos têm procurado padronizar como os professores devem desempenhar suas funções de ensino e, assim, contribuir com a aprendizagem de seus alunos. Discordamos das propostas que tentam padronizar identidades dos professores. A partir de estudos já realizados no campo das políticas curriculares, por meio de um projeto de pesquisa em andamento, buscamos o desafio de dialogar com as propostas autobiográficas de William Pinar, Madeleine Grumet e Teresa Strong-Wilson re-visitando a compreensão de currere. Argumentamos com esses autores que a autobiografia é um processo associativo, cultural, constituído de conhecimento e prática. Por esse caminho, buscamos manter diálogos entre as pesquisas de política curricular da formação de professores, trazendo a abordagem discursiva da Teoria do Discurso. O desafio do diálogo proposto entre essas teorias é repensar os significados das políticas curriculares na escola com os professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study presents a possibility of re-signifying discourses of curriculum policies for teacher formation from the autobiographical narrative as a path of criticism and change to the school&#8217;s discourses. The policy discourses have sought to standardize how teachers should accomplish their teaching functions and thus contribute to the learning of their students. We have disagreed with these proposals that try to fix teacher identities. Based on studies already undertaken in the field of curricular policies, through a research project in progress, we seek the challenge of dialoguing with the autobiographical proposals of William Pinar, Madeleine Grumet, and Teresa Strong-Wilson re-visiting the understanding of currere. We argue with these authors that autobiography is an associative, cultural process, constituted of knowledge and practice. In this way, we seek to hold dialogues between the researches of curricular policies of teacher formation, bringing the discursive approach of Theory of Discourse. The challenge of the proposed dialogue between these theories is to rethink the meanings of curricular policies in school with teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio presenta la posibilidad de re-significar los discursos de las políticas de formación docente a través de la narrativa autobiográfica como un camino de crítica y cambios en los discursos de la escuela. Los discursos políticos han tratado de estandarizar la forma en que los docentes deben realizar sus funciones de enseñanza y, por lo tanto, contribuir al aprendizaje de sus alumnos. No estamos de acuerdo con las propuestas que intentan estandarizar las identidades de los docentes. Con base en estudios ya realizados en el campo de las políticas curriculares, a través de un proyecto de investigación en curso, buscamos el desafío de dialogar con las propuestas autobiográficas de William Pinar, Madeleine Grumet y Teresa Strong-Wilson re-visitando la comprensión de currere. Argumentamos con estos autores que la autobiografía es un proceso asociativo, cultural, que consiste en conocimiento y práctica. A lo largo de ese camino, buscamos mantener diálogos entre la investigación de políticas curriculares de la formación docente, trayendo el enfoque discursivo a la Teoría del Discurso. El desafío del diálogo propuesto entre esas teorías es repensar los significados de las políticas curriculares en la escuela con los profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[perspectiva crítico-emancipatória]]></kwd>
<kwd lng="en"><![CDATA[autobiography]]></kwd>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[teacher formation]]></kwd>
<kwd lng="es"><![CDATA[autobiografía]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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