<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000200580</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.65.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência na educação superior: problematizadora e tecnocientífica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in higher education: problematizing and technoscientific]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza en la Educación Superior: problematización y tecnología]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[Ilma Passos Alencastro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Edileuza Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>65</numero>
<fpage>580</fpage>
<lpage>607</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200580&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200580&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200580&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva compreender como dois professores constroem a docência em cursos de Medicina e Engenharia Civil de uma instituição de ensino superior do Distrito Federal. Tem-se como pressuposto que a atividade docente pode reforçar ou desconstruir a dicotomia entre formação técnico-profissional e formação para o exercício crítico, consciente e comprometido com a sociedade e suas demandas. Questiona-se: a) em que medida a aula constitui espaço-tempo de construção coletiva do conhecimento?; b) como docentes constroem processos formativos a partir da problematização e da articulação entre teoria científica e tecnologia como produção dos sujeitos?; c) quais elementos caracterizam a docência problematizadora e tecnocientífica humanística? A abordagem qualitativa orientou o estudo, sendo os dados levantados das Diretrizes Curriculares Nacionais dos Cursos (CNE/CES, nº 03, 2014 e BRASIL, CNE/CES, nº 04, 2002), dos projetos pedagógicos dos cursos, de observações de aulas e de questionários aplicados para caracterizar os participantes. A análise evidencia que: a) experiências pessoais, acadêmicas e profissionais dos professores contribuem para a constituição da docência; b) processos didáticos participativos de ensinar, aprender e pesquisar com o protagonismo dos alunos favorecem o tratamento do conhecimento por meio da problematização e da articulação entre ciência, técnica e formação humanística; c) as atividades docentes sustentam-se na construção de conhecimentos por meio de metodologias participativas e; d) a docência sustenta-se no diálogo, na contextualização e na construção coletiva do conteúdo, em arranjos diferenciados para o espaço-tempo da aula, na relação professor-aluno e no conhecimento do professor, sem desconsiderar os saberes e as experiências dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand how two teachers build teaching in Medicine and Civil Engineering courses at a higher education institution in the Federal District. It is assumed that the teaching activity can reinforce or deconstruct the dichotomy between technical and professional training and training for critical exercise, conscious and committed to society and its demands. The question is: a) to what extent does the class constitute space-time for the collective construction of knowledge?; b) how do teachers build formative processes from the problematization and articulation between scientific theory and technology as the production of subjects?; c) what elements characterize the problematic teaching and humanistic technoscientific? The qualitative approach guided the study, being the data collected from the National Curriculum Guidelines of the Courses (CNE / CES, nº 03, 2014 and BRASIL, CNE / CES, nº 04, 2002), from the pedagogical projects of the courses, from observations of classes and questionnaires applied to characterize the participants. The analysis shows that: a) personal, academic and professional experiences of teachers contribute to the constitution of teaching; b) participatory didactic processes of teaching, learning and research with the role of students favor the treatment of knowledge through problematization and the articulation between science, technique and humanistic training; c) teaching activities are based on the construction of knowledge through participatory methodologies and; d) teaching is based on dialogue, contextualization and collective construction of content, differentiated arrangements for the class space-time, teacher-student relationship and teacher knowledge without disregarding students' knowledge and experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo comprender cómo dos maestros desarrollan la enseñanza en los cursos de Medicina e Ingeniería Civil en una institución de educación superior en el Distrito Federal. Se supone que la actividad docente puede reforzar o deconstruir la dicotomía entre la formación técnica y profesional y la formación para el ejercicio crítico, consciente y comprometido con la sociedad y sus demandas. Se pregunta: a) ¿en qué medida la clase constituye el espacio-tiempo para la construcción colectiva del conocimiento?; b) ¿cómo construyen los profesores procesos formativos a partir de la problematización y la articulación entre la teoría científica y la tecnología como la producción de asignaturas?; c) ¿Qué elementos caracterizan la problemática enseñanza y humanística tecnocientífica? El enfoque cualitativo guió el estudio, los datos se recopilaron de las Directrices Curriculares Nacionales de los Cursos (CNE / CES, nº 03, 2014 y BRASIL, CNE / CES, nº 04, 2002), de los proyectos pedagógicos de los cursos, de las observaciones de clases y cuestionarios aplicados para caracterizar a los participantes. El análisis muestra que: a) las experiencias personales, académicas y profesionales de los docentes contribuyen a la constitución de la enseñanza; b) los procesos didácticos participativos de enseñanza, aprendizaje e investigación con el papel de los estudiantes favorecen el tratamiento del conocimiento a través de la problematización y la articulación entre la ciencia, la técnica y la formación humanística; c) las actividades de enseñanza se basan en la construcción del conocimiento a través de metodologías participativas y; d) la enseñanza se basa en el diálogo, la contextualización y la construcción colectiva de contenido, los arreglos diferenciados para el espacio-tiempo de clase, la relación profesor-alumno y el conocimiento del profesor sin ignorar el conocimiento y las experiencias de los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Problematizadora]]></kwd>
<kwd lng="pt"><![CDATA[Tecnocientífica]]></kwd>
<kwd lng="en"><![CDATA[College education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Problematizing]]></kwd>
<kwd lng="en"><![CDATA[Technoscientific]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Problematizando]]></kwd>
<kwd lng="es"><![CDATA[Tecnocientífico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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