<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100306</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17944</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dos programas institucionais às propostas formativas para a docência universitária na Universidade de São Paulo: singularidades e elementos constitutivos]]></article-title>
<article-title xml:lang="en"><![CDATA[From institutional programs to training proposals for university teaching at the Universidade de São Paulo: singularities and constitutive elements]]></article-title>
<article-title xml:lang="es"><![CDATA[De los programas institucionales a las propuestas de formación para la docencia universitaria en la Universidade de São Paulo: singularidades y elementos constitutivos]]></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[Scorzoni]]></surname>
<given-names><![CDATA[Marília Ferranti Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cantano]]></surname>
<given-names><![CDATA[Márcia Mendes Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se insere no contexto do projeto de pesquisa &#8220;Assessoramento Pedagógico Universitário: Singularidades e Sincronicidades num Cenário Internacional&#8221;, em andamento desde 2022. A problemática que permeia o estudo assenta-se no silenciamento das políticas educacionais no que tange à formação do professor universitário, que, na ausência de direcionamento e amparo legal, fica a cargo de iniciativas pessoais e institucionais, refletindo motivações e concepções próprias do tempo-espaço em que estão inseridas. No caso da Universidade de São Paulo (USP), as ações e os programas desenvolvidos evidenciam as singularidades de uma instituição que construiu sua identidade pautada na pesquisa. O objetivo é investigar os programas e as propostas desenvolvidos no âmbito da Universidade de São Paulo, bem como analisar essa formação sob a ótica de professores e gestores envolvidos. Constituem-se como corpus de análise os documentos institucionais (anuários, relatórios) e as entrevistas com os atores sociais envolvidos com os programas institucionais de formação do professor universitário. A análise dos dados fundamenta-se na avaliação de conteúdo na modalidade temática. Os dados evidenciam que o lugar institucional de programas e propostas formativos tem sido marcado por disputas que refletem interesses de grupos e agentes sociais distintos, enfatizando que, na USP, questões relacionadas com a docência vêm sendo historicamente tratadas como política de gestão, o que revela o seu não lugar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is part of the research project &#8220;University Pedagogical Assistance: Singularities and Synchronicities in an International Scenario&#8221;, in progress since 2022. The problem that permeates the study is based on the silencing of educational policies regarding the training of university professors who, in the absence of direction and legal support, are left to personal and institutional initiatives reflecting motivations and conceptions specific to the time-space in which they are inserted. In the case of the Universidade de São Paulo (USP), the actions and programs developed show the singularities of an institution that has built its identity based on research. The objective is to investigate the programs and proposals developed within the scope of the Universidade de São Paulo, as well as to analyze this training from the perspective of professors and managers involved. The corpus of analysis is constituted by institutional documents (yearbooks, reports) and interviews with social actors involved with institutional programs for the training of university professors. Data analysis is based on content analysis in the thematic modality. The data show that the institutional place of training programs and proposals has been marked by disputes that reflect the interests of different groups and social agents, emphasizing that at USP issues related to teaching have historically been treated as management policy, which reveals its non-place.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se inserta en el contexto del proyecto de investigación &#8220;Asesoramiento Pedagógico Universitario: Singularidades y Sincronicidades en un Escenario Internacional&#8221;, en curso desde 2022. Laproblemática que permea el estudio se basa en el silenciamiento de las políticas educativas en lo que respecta a la formación del profesor universitario, que, en ausencia de dirección y apoyo legal, queda a cargo de iniciativas personales e institucionales, reflejando motivaciones y concepciones propias del tiempo-espacio en el que se insertan. En el caso de la Universidade de São Paulo (USP), las acciones y programas desarrollados muestran las singularidades de una institución que ha construido su identidad basada en la investigación. El objetivo es investigar los programas y propuestas desarrollados en el ámbito de la Universidade de São Paulo, así como analizar esta formación desde la perspectiva de los profesores y gestores implicados. Se constituyen como corpus de análisis los documentos institucionales (anuarios, informes) y las entrevistas a los actores sociales involucrados en los programas institucionales de formación del profesore universitario. El análisis de los datos se basa en la evaluación de contenido en la modalidad temática. Los datos muestran que el lugar institucional de los programas y propuestas de formación ha estado marcado por disputas que reflejan los intereses de diferentes grupos y agentes sociales, destacando que, en la USP, las cuestiones relacionadas con la enseñanza han sido históricamente tratadas como política de gestión, lo que revela su no-lugar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Universidade de São Paulo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Pró-reitoria de Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional Docente]]></kwd>
<kwd lng="en"><![CDATA[Universidade de São Paulo]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Pro-rectory of Undergraduate Studies]]></kwd>
<kwd lng="en"><![CDATA[Professional Development of Teachers]]></kwd>
<kwd lng="es"><![CDATA[Universidade de São Paulo]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Docencia Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Prorectoría de Pregrado]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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