<?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>S1981-416x2021000401609</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência da educação profissional: entre a universalidade e a singularidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional education teaching: between universality and singularity]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza en la educación profesional: entre la universalidad y la singularidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marilandi Maria Mascarello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Maria Cristina Pansera de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Josimar de Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Sertão RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1609</fpage>
<lpage>1628</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401609&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem como objetivo identificar como os professores da educação profissional efetivam a sua docência enfocando os conhecimentos considerados relevantes e os saberes requeridos para o exercício da docência de modo semelhante aos demais níveis e etapas da educação e as especificidades da educação profissional. Toma como referência, em relação aos saberes docentes, os estudos de Imbernón, Nóvoa, Shulman e Tardif e autores brasileiros que discutem a temática. A abordagem metodológica foi orientada pela pesquisa qualitativa, do tipo pesquisa de campo e os dados empíricos foram produzidos por meio de estudo de caso instrumental com uso de entrevista realizada com dez professores que atuam nos cursos técnicos de nível médio em um Instituto Federal de Educação, Ciência e Tecnologia situado no sul do Brasil. Os resultados indicam que, de modo geral, os professores precisam construir saberes que envolvem a docência de modo universal, acrescido de singularidades que distinguem a educação profissional dos demais níveis e etapas da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to identify how teachers of professional education carry out their teaching, focusing on the knowledge considered relevant and the knowledge required for the exercise of teaching in a similar way to other levels and stages of education and the specificities of professional education. In relation to teaching knowledge, the studies by Imbernón, Nóvoa, Shulman and Tardif and Brazilian authors who discuss the theme. The methodological approach was guided by qualitative research, of the field research type, and the empirical data were produced by means of a case study using interviews with ten teachers who work in high school technical courses in a Federal Institute of Education, Science and Technology located in southern Brazil. The results indicate that, in general, teachers need to build knowledge that involves teaching in a universal way, plus singularities that distinguish professional education from other levels and stages of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo pretende identificar la forma en que los profesores de formación profesional llevan a cabo su enseñanza, centrándose en los conocimientos que se consideran relevantes y en los que se requieren para el ejercicio de la docencia de forma similar a otros niveles y etapas educativas y en las especificidades de la formación profesional. Toma como referencia, en relación con el conocimiento de los profesores, los estudios de Imbernón, Nóvoa, Shulman y Tardif y autores brasileños que discuten el tema. El enfoque metodológico se orientó por la investigación cualitativa, del tipo investigación de campo y los datos empíricos se produjeron por medio de un estudio de caso con el uso de una entrevista realizada a diez profesores que trabajan en cursos técnicos de nivel secundario en un Instituto Federal de Educación, Ciencia y Tecnología ubicado en el sur de Brasil. Los resultados indican que, en general, los profesores necesitan construir un conocimiento que implique enseñar de forma universal, además de las singularidades que distinguen a la formación profesional de otros niveles y etapas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teachers' knowledge]]></kwd>
<kwd lng="es"><![CDATA[Formación profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[conocimientos de los profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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