<?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>2447-4193</journal-id>
<journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></abbrev-journal-title>
<issn>2447-4193</issn>
<publisher>
<publisher-name><![CDATA[Associação Nacional de Política e Administração da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2447-41932020000200670</article-id>
<article-id pub-id-type="doi">10.21573/vol36n22020.100486</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas para a formação de formadores de futuros professores no contexto das políticas públicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives for development of educators of prospective teachers in the public policies context]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas para la formación de formadores de futuros docentes en el contexto de las políticas públicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RICHIT]]></surname>
<given-names><![CDATA[ADRIANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[WILLIAM XAVIER DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>670</fpage>
<lpage>690</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2447-41932020000200670&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2447-41932020000200670&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2447-41932020000200670&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo discute as perspectivas para o desenvolvimento profissional de formadores de futuros professores a partir da análise do ordenamento legal relativo à formação de professores de nível superior e das ações e programas de agências vinculadas ao Ministério da Educação, vocacionadas ao ensino superior. O estudo se baseou nos conceitos de desenvolvimento profissional e profissionalidade docente, definidos por António Nóvoa, Maria do Céu Roldão e Selma Pimenta. A análise qualitativa e interpretativa incidiu sobre um conjunto de documentos oficiais compilados mediante uma busca criteriosa nos sites oficiais vinculados ao Ministério da Educação. Os documentos que constituíram o material empírico do estudo foram analisados e interpretados, a partir dos quais evidenciamos duas perspectivas de desenvolvimento profissional para o docente da educação superior: a universidade é lócus para o desenvolvimento do formador, quer seja como instância para realização de programas de pós-graduação, pós-doutorado, realização de parcerias institucionais e interinstitucionais, assim como por oportunizar ao professor formador diferentes experiências profissionais em nível de ensino e pesquisa; o desenvolvimento do formador se concretiza mediante a realização de pesquisa e produção de conhecimento, na medida em que os incentivos se concentram na distribuição de bolsas de pesquisa e pós-graduação e premiação de trabalhos de destaque.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article discusses the prospects for the professional development of prospective teachers' educators based on the analysis of the official documents related to the training of higher education teachers and the actions and programs of agencies linked to the Ministry of Education aimed at higher education. The study was based on the concepts of professional development and teaching professionality defined by António Nóvoa, Maria do Céu Roldão, and Selma Pimenta. The analysis, qualitative and interpretative, focused on a set of official documents recovered through a careful search on the official websites linked to the Ministry of Education. These documents, which constituted the empirical material of the study, were analyzed and interpreted, from which we highlight two perspectives of professional development for higher education teachers: the university is the locus for the educators' development, whether as an instance for carrying out post-graduate, post-doctoral programs, institutional and inter-institutional partnerships, as well as providing opportunities for different types of professional experiences at the level of teaching and research; the development of the educator is achieved through research and knowledge production, as the incentives are concentrated on the distribution of research and graduate scholarships and awards for outstanding work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza las perspectivas para el desarrollo profesional de formadores de futuros docentes con base en el análisis del sistema legal relacionado con la formación de docentes de educación superior y las acciones y programas de agencias vinculadas al Ministerio de Educación dirigidas a la educación superior. El estudio se basó en los conceptos de desarrollo profesional y profesionalidad docente definidos por António Nóvoa, Maria do Céu Roldão y Selma Pimenta. El análisis, cualitativo e interpretativo, se centró en un conjunto de documentos oficiales compilados a través de una búsqueda cuidadosa en los sitios web oficiales vinculados al Ministerio de Educación. Estos documentos, que constituyeron el material empírico del estudio, fueron analizados e interpretados, desde los cuales destacamos dos perspectivas de desarrollo profesional para los docentes de educación superior: la universidad es el lugar para el desarrollo del capacitador, ya sea como una instancia para llevar a cabo programas de posgrado, posdoctorado, asociaciones institucionales e interinstitucionales, además de brindar oportunidades para diferentes tipos de experiencias profesionales en docencia e investigación; El desarrollo del capacitador se logra a través de la investigación y la producción de conocimiento, ya que los incentivos se concentran en la distribución de becas y premios de investigación y posgrado por un trabajo sobresaliente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Formadores de futuros professores]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Prospective teachers&#8217; educators]]></kwd>
<kwd lng="en"><![CDATA[Public policy]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Formadores de futuros docentes]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALVARADO-PRADA]]></surname>
<given-names><![CDATA[L. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The school as a whole in the countinuing education of theachers]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[RAYMOND]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Noveaux espaces de développement professionel et organisationnel]]></source>
<year>2001</year>
<page-range>85-99</page-range><publisher-loc><![CDATA[Canada ]]></publisher-loc>
<publisher-name><![CDATA[Éditions du CRP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GATTI]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
<name>
<surname><![CDATA[BARRETTO]]></surname>
<given-names><![CDATA[E. S. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Professores do Brasil: impasses e desafios]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os professores na virada do milênio: do excesso dos discursos à pobreza das práticas]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>1999</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-20</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Esboço de um modelo de análise da profissão docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Profissão professor]]></source>
<year>2003</year>
<edition>2</edition>
<page-range>22-31</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[E. F.]]></given-names>
</name>
<name>
<surname><![CDATA[MEDEIROS]]></surname>
<given-names><![CDATA[C. C. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologia do ensino superior nos programas de pós-graduação stricto sensu em Educação Física no Brasil: a formação docente em questão]]></article-title>
<source><![CDATA[Movimento.]]></source>
<year>2011</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>165-83</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PONTE]]></surname>
<given-names><![CDATA[J.P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Desenvolvimento profissional do professor de matemática]]></article-title>
<source><![CDATA[Educação &amp; Matemática]]></source>
<year>1994</year>
<numero>31</numero>
<issue>31</issue>
<page-range>9-20</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROLDÃO]]></surname>
<given-names><![CDATA[M.C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Currículo, didáticas e formação de professores: a triangulação esquecida]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[M.R]]></given-names>
</name>
</person-group>
<source><![CDATA[Professor: formação, saberes e problemas]]></source>
<year>2014</year>
<page-range>91-104</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROLDÃO]]></surname>
<given-names><![CDATA[M.C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação docente: natureza e construção o conhecimento profissional]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2007</year>
<volume>12</volume>
<numero>34</numero>
<issue>34</issue>
<page-range>94-103</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de professores: aspectos históricos e teóricos do problema no contexto brasileiro]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2009</year>
<volume>14</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>143-55</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOTO]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[I don&#8217;t know! What do you think? Why? Collaborative work between primary and secondary school teachers]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BORKO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[POTARIICMI]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[ICMI Study 25: conference proceedings &#8211; Teachers of Mathematics Working and Learning in Collaborative Groups]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZABALZA]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<source><![CDATA[O ensino universitário: seu cenário e seus protagonistas]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
