<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100030</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698178191</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APRENDIZAGEM INDIVIDUAL, SUPORTE ORGANIZACIONAL E DESEMPENHO PERCEBIDO: UM ESTUDO COM DOCENTES UNIVERSITÁRIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[INDIVIDUAL LEARNING, ORGANIZATIONAL SUPPORT AND PERCEIVED TEACHING PERFORMANCE: A STUDY WITH UNIVERSITY TEACHERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dourado]]></surname>
<given-names><![CDATA[Pérola Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gondim]]></surname>
<given-names><![CDATA[Sônia Maria Guedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loiola]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alberton]]></surname>
<given-names><![CDATA[Gisele Debiasi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Aleciane da Silva Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo analisou as relações entre a percepção de aprendizagem de competências e de desempenho de docentes de nível superior. Além disso, testou o papel moderador do suporte organizacional na relação entre a aprendizagem individual e desempenho docente. Participaram do estudo 275 docentes de uma universidade pública federal, que responderam ao inventário de percepção de aprendizagem de competências, suporte à transferência e desempenho docente (ASOD). Foram realizadas análises confirmatórias e testados os modelos de predição e moderação. Uma das conclusões do estudo foi que a aprendizagem docente nas atividades de ensino, pesquisa, extensão e gestão predizem a percepção de desempenho em cada uma das atividades respectivamente. Não foram encontradas evidências de que o suporte modera as relações entre as aprendizagens e a percepção de desempenho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article analyzes university teachers&#8217; perception about competences&#8217; learning processes and their perceived performance, as well as the moderating role exercised by organizational support in the relationship between individual learning and perceived teaching performance. To explore the relationship among competency learning, support and job performance, a survey was carried out with 275 teachers from a federal university in the northeast of Brazil, that replied to the perception inventory of competency learning, transference support and teacher performance (ASOD). By analyzing the replies, it was confirmed that teacher learning in teaching, research, extension and management activities is the best predictor of performance perception. No evidence was found that the support moderates the relationship between teacher learning and perceived performance in the four activities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem individual]]></kwd>
<kwd lng="pt"><![CDATA[Suporte organizacional]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho docente]]></kwd>
<kwd lng="en"><![CDATA[Individual learning]]></kwd>
<kwd lng="en"><![CDATA[Organizational support]]></kwd>
<kwd lng="en"><![CDATA[Teaching performance.]]></kwd>
</kwd-group>
</article-meta>
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