<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000300205</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i42.6430</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EGRESSOS DE UM CURSO DE MESTRADO EM EDUCAÇÃO: PERFIL E DESENVOLVIMENTO PROFISSIONAL DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[EGRESS FROM A MASTER EDUCATION COURSE: PROFILE, AND TEACHING PROFESSIONAL DEVELOPMENT]]></article-title>
<article-title xml:lang="es"><![CDATA[EGRESOS DE UN CURSO MASTER EN EDUCACIÓN: PERFIL Y DESARROLLO PROFESIONAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Susély Aparecida Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Resende]]></surname>
<given-names><![CDATA[Marilene Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>42</numero>
<fpage>440</fpage>
<lpage>460</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000300205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo traz resultados de uma pesquisa, de abordagem mista, que buscou traçar o perfil e investigar as contribuições do curso de Mestrado em Educação de uma Universidade, situada na região do Triângulo Mineiro - MG, para o desenvolvimento profissional docente dos egressos de 2003 a 2015, que, ao ingressar no curso, atuavam no ensino superior. O corpus de análise resultou de questionário respondido por 44 desses egressos, e de entrevista semiestruturada realizada com oito deles. Fundamenta-se em autores que discutem a pós-graduação em educação (Severino, 2006 e 2009; Cury, 2005); em pesquisadores que tratam o desenvolvimento profissional docente (Marcelo Garcia, 1999; Cunha, 2010, 2017). Em sua maioria, os egressos da IES pesquisada construíram a sua trajetória de formação e de atuação em instituições privadas de ensino superior. Têm a necessidade de aprimoramento profissional e o desejo de ascensão na carreira, motivos principais para a busca de um curso de mestrado, porém poucos contaram com bolsas de estudo, com a liberação das atividades profissionais ou redução de carga horária para a realização do curso. A contribuição mais importante para o desenvolvimento profissional docente, segundo os participantes, foi o aprofundamento de conhecimento. A preparação para a atividade de pesquisa foi assinalada pela maioria, mas não é a mais significativa, pois nem sempre esses egressos encontram ambiente favorável para essa atividade nas IES, onde atuam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a research with mixed approach, which sought to profile and investigate the contributions of the Master's degree course of a University located in the region of Triangulo Mineiro - MG, for the formation of graduates from 2003 to 2015, who worked in teaching. higher. The corpus of analysis resulted from a questionnaire answered by 44 of these graduates and a semi-structured interview with eight of them. It is based on authors who discuss postgraduate education (Severino, 2006 and 2009; Cury, 2005); in researchers who deal with teacher professional development (Marcelo Garcia, 1999; Cunha, 2010, 2017). Most of the graduates of the researched institution built their trajectory of formation and performance in private institutions of higher education. They have the need for professional improvement and the desire for career advancement, which are the main reasons for pursuing a master's degree, but few had scholarships, the release of professional activities or reduction of workload to complete the course. The most important contribution was the deepening of knowledge. The majority indicated the preparation for the research activity, but it is not the most significant, since these graduates do not always find a favorable environment for this activity in private institution where they work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta los resultados de una investigación con enfoque mixto, que buscó perfilar e investigar las contribuciones del curso de maestría de una universidad ubicada en la región de Triangulo Mineiro - MG, para el desarrollo profesional de egresos de 2003 a 2015, que , al ingresar, trabajaron en la educación superior. El corpus de análisis resultó de un cuestionario respondido por 44 de estos graduados, y de una entrevista semiestructurada con ocho de ellos. Se basa en autores que discuten la educación de posgrado (Severino, 2006 y 2009; Cury, 2005); en investigadores que se ocupan del desarrollo profesional docente (Marcelo García, 1999; Cunha, 2010, 2017). La mayoría de los graduados del institución investigado construyeron su trayectoria de formación y desempeño en instituciones privadas de educación superior. Tienen la necesidad de mejorar profesionalmente y el deseo de avanzar en su carrera, que son las principales razones para obtener un título de maestría, pero pocos tenían becas, con el lanzamiento de actividades profesionales o la reducción de la carga de trabajo para completar el curso. La contribución más importante al desarrollo profesional docente, según los participantes, fue la profundización del conocimiento. La preparación para la actividad de investigación fue indicada por la mayoría, pero no es la más significativa, ya que estos graduados no siempre encuentran un ambiente favorable para esta actividad en las instituciónes, donde trabajan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Egresso]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Educação.]]></kwd>
<kwd lng="en"><![CDATA[Egress]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate studies]]></kwd>
<kwd lng="en"><![CDATA[Education.]]></kwd>
<kwd lng="es"><![CDATA[Egreso]]></kwd>
<kwd lng="es"><![CDATA[Posgraduación]]></kwd>
<kwd lng="es"><![CDATA[Educación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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