<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362018000100052</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002600902</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente no contexto brasileiro das Instituições Federais de Educação Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional development in the higher education of brazilian federal institutions context]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación del profesorado en el contexto de las instituciones de educación superior de Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Júnior]]></surname>
<given-names><![CDATA[Ailton Paulo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prata-Linhares]]></surname>
<given-names><![CDATA[Martha Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karwoski]]></surname>
<given-names><![CDATA[Acir Mário]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>98</numero>
<fpage>52</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362018000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362018000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362018000100052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do trabalho foi identificar quais a&#231;&#245;es s&#227;o desenvolvidas pelas Institui&#231;&#245;es Federais de Educa&#231;&#227;o Superior (IFES) no Brasil no que tange &#224; forma&#231;&#227;o docente para atua&#231;&#227;o na Educa&#231;&#227;o Superior. Para tanto, foi aplicado por um grupo de trabalho no &#226;mbito do Cograd um question&#225;rio junto &#224;s pr&#243;-reitorias de gradua&#231;&#227;o que buscou identificar a exist&#234;ncia de uma pol&#237;tica institucional de forma&#231;&#227;o continuada para seus docentes. Verifica-se uma tend&#234;ncia crescente de que a forma&#231;&#227;o continuada &#233; mais uma nova forma de regula&#231;&#227;o profissional do que promo&#231;&#227;o da profissionaliza&#231;&#227;o docente. S&#227;o pontuados indicativos de a&#231;&#245;es de forma&#231;&#227;o continuada, poss&#237;veis incentivos governamentais ou pol&#237;ticas p&#250;blicas que possam impulsionar os programas de forma&#231;&#227;o docente e que a realize interlocu&#231;&#227;o com o governo federal, com as associa&#231;&#245;es de professores, de t&#233;cnicos-administrativos, de estudantes e com a sociedade em geral, indicando a&#231;&#245;es de uma pol&#237;tica de forma&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to identify which actions are developed by the Federal Institutions of Higher Education (IFES) in Brazil regarding continuing teacher education for Higher Education. For this, an instrument (questionnaire) was applied to collect information that sought to identify the existence of an institutional policy of continuing education for teachers in the Federal Institutions of Higher Education. To this end, a questionnaire was drafted by a group of professors in the ambit of the College of Graduating Pro-Rectors (COGRAD), which sought to identify the existence of an institutional policy of continuing education for its teachers. There is a growing trend that continuing education is a new form of professional regulation rather than promotion of teacher professionalization. Indications are given for continuing education actions, possible government incentives or public policies that can boost teacher training programs and that carry out dialogue with the federal government, teachers&#8217; associations, technical-administrative associations, students and society in general, indicating actions of a teacher professional development policy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue identificar cu&#225;les son las medidas adoptadas por las Instituciones Federales de Ense&#241;anza Superior - IFES en Brasil con respecto a la formaci&#243;n de docentes para la educaci&#243;n superior. Para ello se aplic&#243; un instrumento (cuestionario) para recoger informaci&#243;n que buscaba identificar la existencia de una pol&#237;tica institucional de formaci&#243;n de profesores en IFES. Una tendencia creciente que sigui&#243; la formaci&#243;n es m&#225;s una nueva forma de regulaci&#243;n profesional para promover la profesionalizaci&#243;n Se encontraron continuas acciones de educaci&#243;n por IFES, posibles incentivos de pol&#237;tica gubernamental o p&#250;blica que pueden impulsar programas de formaci&#243;n del profesorado en la IFES y sus vicerrectores sugieren que ANDIFES debe sostener di&#225;logos con el gobierno federal, con las asociaciones de profesores, estudiantes t&#233;cnicos y administrativos, y la sociedad en general, indicando acciones de una pol&#237;tica de formaci&#243;n docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Instituições federais]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Federal institutions]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Instituciones Federales]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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