<?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>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712019000200176</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180101ingles</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Faculty Development: Social Representations Constructed by Medical School Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento Docente: Representações Sociais Construídas por Professores de Escolas Médicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Tereza Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia]]></surname>
<given-names><![CDATA[Fernanda Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoffman]]></surname>
<given-names><![CDATA[Ernesto José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Ana Tereza Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Cristina Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Lucas Gabriel Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues Neto]]></surname>
<given-names><![CDATA[João Felício]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdades Integradas do Norte de Minas  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>176</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Faculty Development seeks to support educators in a range of functions in the areas of teaching, research, extension, management and evaluation. The aim of this study was to evaluate faculty development based on the social representations constructed by the teachers of a medical course. A qualitative survey was carried out, using the analytical method of discourse analysis and social representation as a theoretical contribution. Twelve teachers were randomly selected, and a semi-structured interview was conducted for the data collection. The responses, recorded in audio, were transcribed and discourse analysis was performed with the aim of mapping the social representations constructed by the subjects. The social representations were grouped into two categories: institutional development and personal development. Within the category institutional development, three subcategories were identified: Guiding principles of Faculty Development Programs, Teaching-learning strategies used in Faculty Development Programs, and Skills to be developed by faculty. Within the category Personal development, two subcategories were identified: Development as a person and as a social being, and Professional development. Over the years, a variety of social representations have been constructed in relation to the nature of teaching in medical education, but it is only in recent decades that managers and teachers of educational institutions have begun to focus more closely on this topic. In the present study, it was observed that for faculty development to be effective, the educator must have a desire to learn; however, institutional support and recognition are also essential. Faculty Development Programs must be flexible and adaptable, to meet the needs of the institution and its professors, and encourage reflection on their practices, though the exchange of experiences, the development of interpersonal relationships, and collaboration. However, it is vital to identify and facilitate the development of leadership skills, and to systematically evaluate the process and the results achieved. This will encourage teachers to develop in their academic careers and thereby increase the professionalization of teaching. Managers and teachers can sustain a shared mission to win resources, adapt to change, strive for excellence in the leadership of the organization in a national and international context, and consequently, provide a quality medical education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O desenvolvimento docente visa apoiar educadores em diversas fun&#231;&#245;es nas &#225;reas de ensino, pesquisa, extens&#227;o, gest&#227;o e avalia&#231;&#227;o. O objetivo deste estudo foi avaliar o desenvolvimento docente a partir das representa&#231;&#245;es sociais constru&#237;das pelos professores de um curso de medicina. Realizou-se uma pesquisa qualitativa, na qual o m&#233;todo de an&#225;lise utilizado foi an&#225;lise do discurso e, como aporte te&#243;rico, as representa&#231;&#245;es sociais. Foram selecionados doze professores aleat&#243;rios e uma entrevista semiestruturada foi conduzida para a coleta de dados. As respostas, gravadas em &#225;udio, foram transcritas e a an&#225;lise do discurso foi realizada com o objetivo de mapear as representa&#231;&#245;es sociais constru&#237;das pelos sujeitos. As representa&#231;&#245;es sociais foram agrupadas em duas categorias: Desenvolvimento Institucional e Desenvolvimento Pessoal. Na categoria Desenvolvimento Institucional, tr&#234;s subcategorias foram identificadas: Princ&#237;pios orientadores dos Programas de Desenvolvimento docente, Estrat&#233;gias de Ensino-aprendizagem utilizadas em Programas de Desenvolvimento docente, e Compet&#234;ncias a serem desenvolvidas pelos docentes, e em Desenvolvimento Pessoal, identificaram-se duas subcategorias: Desenvolvimento como pessoa e como ser social e Desenvolvimento profissional. Muito embora uma variedade de representa&#231;&#245;es sociais tenha sido constru&#237;da em rela&#231;&#227;o &#224; doc&#234;ncia em educa&#231;&#227;o m&#233;dica ao longo dos anos, somente nas &#250;ltimas d&#233;cadas o desenvolvimento docente se tornou um maior foco nas reflex&#245;es dos gestores de institui&#231;&#245;es educacionais e dos professores. No presente estudo, observou-se que para o desenvolvimento docente ser efetivo, &#233; necess&#225;rio que o educador queira aprender; no entanto, &#233; essencial ter o reconhecimento e apoio institucional. Os Programas de Desenvolvimento Docente devem ser flex&#237;veis e adapt&#225;veis para atender &#224;s necessidades da institui&#231;&#227;o e dos professores e encorajar a reflex&#227;o sobre a pr&#243;pria pr&#225;tica, o interc&#226;mbio de experi&#234;ncias, o desenvolvimento de rela&#231;&#245;es interpessoais e a colabora&#231;&#227;o. No entanto, &#233; vital identificar e facilitar o desenvolvimento de lideran&#231;as e avaliar sistematicamente o processo e os resultados alcan&#231;ados, a fim de incentivar o desenvolvimento das carreiras acad&#234;micas dos professores, pois esta pode ser uma forma de profissionalizar o ensino. Portanto, &#233; necess&#225;rio que os gestores e professores possam sustentar uma miss&#227;o compartilhada para alcan&#231;ar recursos, se adaptar &#224;s mudan&#231;as, buscar a excel&#234;ncia na lideran&#231;a da organiza&#231;&#227;o em um contexto nacional e internacional e, consequentemente, favorecer uma educa&#231;&#227;o m&#233;dica de qualidade.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Faculty development]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Qualitative research]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação médica]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[Educação continuada]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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