<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732017000200615</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2017v35n2p615</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças de autoeficácia docente de pós-graduandos em Engenharia: um estudo exploratório]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching self-efficacy beliefs of Engineering graduate students: an exploratory study]]></article-title>
<article-title xml:lang="es"><![CDATA[Las creencias de autoeficacia de estudiantes de posgrado en ingeniería: un estúdio exploratorio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Mayara da Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iaochite]]></surname>
<given-names><![CDATA[Roberto Tadeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Departamento de Educação ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>615</fpage>
<lpage>637</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732017000200615&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732017000200615&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732017000200615&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi mensurar as cren&#231;as de autoefic&#225;cia para o ensino de estudantes de p&#243;sgradua&#231;&#227;o das Engenharias, em institui&#231;&#245;es p&#250;blicas localizadas no Sul e Sudeste do Brasil, bem como relacionar essas cren&#231;as com caracter&#237;sticas pessoais e acad&#234;micas dos participantes. Especificamente, objetivou identificar quais dessas caracter&#237;sticas poderiam ser associadas &#224;s cren&#231;as de autoefic&#225;cia para o ensino. 340 estudantes de p&#243;s-gradua&#231;&#227;o das Engenharias responderam a um question&#225;rio sociodemogr&#225;fico e &#224; escala de autoefic&#225;cia do professor. Verificou-se que as cren&#231;as de autoefic&#225;cia para o ensino foram moderadas-altas, com pontua&#231;&#245;es mais altas para a dimens&#227;o ligada &#224; mobiliza&#231;&#227;o dos alunos e media&#231;&#227;o do processo de ensino, considerando uma pontua&#231;&#227;o m&#233;dia de 4.46 em uma escala de 6 pontos. G&#234;nero, experi&#234;ncia de ensino, inten&#231;&#227;o de se tornar professor e senso de prepara&#231;&#227;o foram as vari&#225;veis com forte associa&#231;&#227;o &#224;s cren&#231;as de autoefic&#225;cia para o ensino. Implica&#231;&#245;es sobre a cria&#231;&#227;o de oportunidades para o ensino durante o curso de p&#243;s-gradua&#231;&#227;o foram consideradas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this study was to measure selfefficacy beliefs for teaching from graduate students in public institutions of Engineering located in the South and Southeast of Brazil, as well as to relate these beliefs to personal and academic characteristics of the participants. Specifically, aimed to identifying which of these characteristics could be associated to selfefficacy beliefs for teaching. 340 Engineering graduate students responded to a sociodemographic questionnaire and the teacher selfefficacy scale. It was found that the selfefficacy beliefs were moderate-high, with higher scores in the dimension to mobilize students and mediate the teaching process, considering an average score of 4.46 on a scale of 6 points. Gender, teaching experience, intention to become teacher and sense of preparation were the variables with strong association to self-efficacy beliefs for teaching. Implications about creating opportunities to teaching during the graduate course were considered.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo mensurar las creencias de autoeficacia docente de estudiantes de posgrado en Ingenier&#237;a de instituciones p&#250;blicas ubicadas en las regiones Sur y Sureste de Brasil, como tambi&#233;n relacionar dichas creencias a las caracter&#237;sticas personales y acad&#233;micas de ellos, y identificar cu&#225;les de estas caracter&#237;sticas podr&#237;an afectarlas. Para eso, se les aplic&#243; un cuestionario sociodemogr&#225;fico y la Escala de Autoeficacia del Profesor a 340 estudiantes de diferentes programas de posgrado en Ingenier&#237;a. Se verific&#243; que las creencias de autoeficacia de estos participantes tend&#237;an a ser altas, con mayor puntuaci&#243;n en la dimensi&#243;n que identifica las creencias de los profesores sobre sus capacidades de movilizar a sus alumnos y de mediar el proceso de ense&#241;anza, considerando un puntaje promedio de 4,46 en una escala de 6 puntos. El g&#233;nero, la experiencia con la docencia, la decisi&#243;n de ser profesor y el sentimiento de preparaci&#243;n para la carrera profesional fueron las variables que presentan relaciones m&#225;s significantes con la autoeficacia. En la discusi&#243;n, se destacan las implicaciones de la realizaci&#243;n de las pr&#225;cticas de docencia en las creencias de los participantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoeficácia Docente]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Engenharia]]></kwd>
<kwd lng="en"><![CDATA[Teaching Self-Efficacy]]></kwd>
<kwd lng="en"><![CDATA[Graduate Students]]></kwd>
<kwd lng="en"><![CDATA[Engineering]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia Docente]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Postgrado]]></kwd>
<kwd lng="es"><![CDATA[Ingeniería]]></kwd>
</kwd-group>
</article-meta>
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