<?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>S1981-416x2020000200797</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.065.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios na formação para a docência universitária em cursos de pós-graduação]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges in training for university teaching in graduate courses]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos en la formación para la docencia universitaria en cursos de posgrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[Noeli Prestes Padilha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Glaucia Maria da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></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>797</fpage>
<lpage>819</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200797&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200797&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200797&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto é parte da pesquisa &#8220;A formação pedagógica de professores para o Ensino Superior nos Programas de Pós-Graduação&#8221;, realizada em 2019, no âmbito do Grupo de Estudos e Pesquisas sobre Formação de Professores e Currículo, a partir da questão problematizadora: Quais os contributos do Programa de Aperfeiçoamento de Ensino (PAE) na constituição dos pós-graduandos como futuros professores face à sua formação como pesquisador nas diferentes áreas do saber? Tem como objetivo investigar a formação pedagógica de professores para o Ensino Superior em uma universidade pública paulista, no contexto da Etapa de Preparação Pedagógica do PAE. O corpus, constituído pelos programas de ensino (objetivos, justificativa, conteúdo e bibliografia) de 34 disciplinas PAE na área de Ciências da Saúde, foi analisado utilizando-se as &#8220;Diretrizes para as Disciplinas da Etapa de Preparação Pedagógica da Pró-Reitoria de Pós-Graduação&#8221; e referenciais teóricos relacionados à formação do professor universitário, mediados pela Didática e Currículo. Os dados revelam que cerca de vinte disciplinas PAE possuem singularidades que precisam ser discutidas e contextualizadas de forma a contribuir para articulação entre as áreas da saúde e educação e para valorização da formação docente no contexto da pós-graduação, tanto quanto a formação do pesquisador. É preciso avançar na compreensão de que o preparo para a função docente na área das Ciências da Saúde não envolve apenas a instrumentalização técnica aprisionada a aspectos prescritivos e pragmáticos, ao tecnicismo exagerado e entendimento de metodologia simplório que não alcança o conhecimento necessário e instigador para a compreensão do desenvolvimento do processo ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text is part of research &#8220;The pedagogical training of teachers for Higher Education in Graduate Programs&#8221; conducted in 2019 within the scope of Study and Research Group on Teacher Education and Curriculum, based on the question: What are the contributions of the Teaching Improvement Program (PAE) in the constitution of graduate students as future teachers in view of their training as a researcher in different areas of knowledge? It aims to investigate pedagogical training of teachers for Higher Education at public university in São Paulo, in context of the Pedagogical Preparation Stage of PAE. The corpus, constituted by teaching programs (objectives, justification, content and bibliography) of 34 subjects of PAE in area of Health Sciences, was analyzed using &#8220;Guidelines for the Disciplines of the Pedagogical Preparation Stage of the Pro-Rectory of Graduate Studies&#8221; and theoretical references related to training of university professors, mediated by Didactics and Curriculum. The data reveal that about twenty PAE disciplines have singularities that need to be discussed and contextualized in order to contribute to articulation between areas of health and education and to enhancement of teacher training in context of graduate studies, as much as training of researcher. It is necessary to advance in the understanding that preparation for teaching function in area of Health Sciences does not involve only the technical instrumentalization imprisoned to prescriptive and pragmatic aspects, to the exaggerated technicality and understanding of simple methodology that does not reach the necessary and instigating knowledge to understand the development of teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto es parte de investigación &#8220;Formación pedagógica de profesores para Enseñanza Superior de programas de Posgraduación&#8221; realizada en 2019 en ámbito del Grupo de Estudios y Pesquisas sobre Formación de Professores y Currículo, basada en la pregunta: ¿Cuáles son las contribuciones del Programa de Perfeccionamiento de Enseñanza (PAE) en constitución de estudiantes graduados como futuros maestros en vista de su formación como investigador en diferentes áreas del conocimiento? Su objetivo es investigar formación pedagógica de professores para la Enseñanza Superior en universidad pública paulista, en contexto de Etapa de Preparación Pedagógica del PAE. El Corpus, constituído por programas de enseñanza (objetivos, justificativa, contenidos y bibliografía) de 34 disciplinas del PAE en area de salud, fue analisado utilizando &#8220;Directrizes para disciplinas de Etapa de Preparación Pedagógica de ProRectoria de Posgraduación&#8221; y referenciales teóricos relacionados con formación del profesor universitario, mediados por currículo y por didática. Los datos revelan que unas veinte disciplinas PAE tienen singularidades que necesitan ser discutidas y contextualizadas para que contribuyan en articulación entre áreas de salud y educación y para valorizar la formación docente en contexto de la posgraduación, así como formación del pesquisador. Es necesario avanzar en comprensión de que preparo para función docente en área de Ciencias de Salud no envuelve apenas instrumentalización ténica aprisionada a aspectos prescriptivos y pragmáticos, tecnicismo exagerado y entendimiento de metodologia simple que no alncanza conocimiento necesario y motivador para comprender desarrollo del proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência para o Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Aperfeiçoamento de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teaching for Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Graduate studies]]></kwd>
<kwd lng="en"><![CDATA[Teaching Improvement Program]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Docencia para la Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Posgraduación]]></kwd>
<kwd lng="es"><![CDATA[Perfeccionamiento de la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Investigación]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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