<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100227</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e11156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise da produção acadêmica brasileira sobre o campo da formação docente: reflexões à luz da sociologia configuracional de Norbert Elias]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de la producción académica brasileña en el campo de la formación docente: reflexiones a la luz de la sociología configuracional de Norbert Elias]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of Brazilian academic production on the field of teacher education: reflections in the light of Norbert Elias' configurational sociology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[George Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rufino]]></surname>
<given-names><![CDATA[Luiz Gustavo Bonatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[Petrolina PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo objetivou analisar a produção acadêmica brasileira sobre a utilização das teorias de Norbert Elias no campo da formação docente, buscando compreender seus impactos e reverberações. Realizou-se uma revisão sistemática da literatura nas bases: SciELO, Lilacs e Periódico Capes. Destaca-se que as produções que compuseram o estado da arte analisado são recentes, iniciando-se no ano de 2018, e incipientes, sendo encontrados oito estudos. Embora Norbert Elias não tenha analisado diretamente a formação docente, suas teorias imbricam-se às discussões educacionais, possibilitando reflexões sobre relações de interdependência entre futuros professores e docentes estabelecidos, compreendendo os tensionamentos inerentes ao campo da formação. Caso essa interdependência seja coercitiva, os futuros professores podem ter seu processo formativo impactado negativamente, como a inibição de sua autonomia e criatividade. Os mecanismos operacionais do campo educacional devem dirimir desequilíbrios coercitivos de poder, possibilitando ao futuro docente a vivência de diversas situações pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio objetivó analizar la producción académica brasileña sobre el uso de las teorías de Norbert Elias en el campo de la formación docente, buscando comprender sus principales impactos y repercusiones. Se realizó una revisión sistemática de la literatura a partir de las bases: SciELO, Lilacs y Periódico Capes. Es importante destacar que las producciones que conformaron el estado del arte analizado son recientes, comenzando en el año 2018, e incipientes, encontrándose solo ocho estudios. Aunque Norbert Elias no ha analizado directamente la formación docente, parece que las teorías eliasianas pueden entrelazarse con discusiones educativas, que permitan reflexiones sobre las relaciones de interdependencia entre futuros docentes y docentes establecidos. Si esta interdependencia es coercitiva, los futuros profesores pueden ver afectado negativamente su proceso formativo, como la inhibición de su autonomía y creatividad. Los mecanismos operativos del campo educativo deben resolver los desequilibrios coercitivos de poder, permitiendo al futuro docente experimentar diversas situaciones pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to analyze the Brazilian academic production on the use of Norbert Elias' theories in the field of teacher education, seeking to understand their impacts and reverberations. A systematic review of the literature was carried out in the following databases: SciELO, Lilacs and Capes Journal. It is noteworthy that the productions that made up the state of the art analyzed are recent, starting in 2018, and incipient, with eight studies being found. Although Norbert Elias did not directly analyze teacher education, his theories are intertwined with educational discussions, allowing reflections on interdependent relationships between future teachers and established teachers, understanding the tensions inherent in the field of education. If this interdependence is coercive, future teachers may have their training process negatively impacted, such as inhibiting their autonomy and creativity. The operational mechanisms of the educational field must resolve coercive imbalances of power, enabling future teachers to experience various pedagogical situations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[sociologia e educação]]></kwd>
<kwd lng="pt"><![CDATA[produção científica]]></kwd>
<kwd lng="pt"><![CDATA[estado da arte]]></kwd>
<kwd lng="pt"><![CDATA[processo civilizador.]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[sociología y educación]]></kwd>
<kwd lng="es"><![CDATA[producción científica]]></kwd>
<kwd lng="es"><![CDATA[estado del arte]]></kwd>
<kwd lng="es"><![CDATA[proceso civilizador.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[sociology and education]]></kwd>
<kwd lng="en"><![CDATA[scientific production]]></kwd>
<kwd lng="en"><![CDATA[state of the art]]></kwd>
<kwd lng="en"><![CDATA[civilizing process.]]></kwd>
</kwd-group>
</article-meta>
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