<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000100035</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49806</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mestrado Profissional em Educação: reflexões acerca de uma experiência de formação à luz da autonomia e da profissionalidade docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional Masters in Education: reflections on a training experience in the light of teacher autonomy and professionality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Marília Andrade Torales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guérios]]></surname>
<given-names><![CDATA[Ettiène]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,mariliat.ufpr@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,ettiene@ufpr.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Setor de Educação ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>00</volume>
<numero>63</numero>
<fpage>35</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O compromisso das institui&#231;&#245;es de Ensino Superior com a forma&#231;&#227;o dos profissionais que atuam na Educa&#231;&#227;o B&#225;sica tem sido tema de discuss&#227;o em diferentes momentos hist&#243;ricos e pol&#237;ticos. No cen&#225;rio das pol&#237;ticas p&#250;blicas de P&#243;s-Gradua&#231;&#227;o no Brasil, os Mestrados Profissionais se apresentam como um novo elemento ao debate, tendo em vista que suas caracter&#237;sticas est&#227;o direcionadas ao desenvolvimento profissional dos sujeitos. No caso desta reflex&#227;o, se trata de pensar o potencial de contribui&#231;&#227;o que esta realidade, emergente num horizonte de m&#250;ltiplos desafios, pode ter para o desenvolvimento da autonomia e da profissionalidade dos professores. Sendo assim, o presente artigo se prop&#245;e a realizar uma reflex&#227;o sobre o processo de estrutura&#231;&#227;o e implementa&#231;&#227;o de um Programa de P&#243;s-Gradua&#231;&#227;o na &#225;rea da Educa&#231;&#227;o a partir da compreens&#227;o dos conceitos de autonomia e profissionalidade docente, tomando como base te&#243;rica as abordagens sustentadas por Gimeno Sacrist&#225;n (1995), Tardif (2002), Contreras (2002) e Morgado (2005 e 2011), dentre outros. O referido Programa, que toma por objetivo a forma&#231;&#227;o de professores e pedagogos que atuam em escolas da Educa&#231;&#227;o B&#225;sica, &#233; analisado a partir de diversas perspectivas, partindo do processo de estrutura&#231;&#227;o do Programa at&#233; a composi&#231;&#227;o e defini&#231;&#227;o do perfil do corpo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The commitment of Higher Education institutions with the training of professionals working in Basic Education has been the subject of discussions in different historical and political moments. In the setting of public policies on graduation in Brazil, the Professional Masters are presented as a new element to the debate, given that its features are directed to the professional development of individuals. This reflection focuses on the potential contribution of this emerging reality to the development of teacher autonomy and professionality within a horizon of multiple challenges. Therefore, the aim of this paper is to carry out a reflection on the process of structuring and implementing a Postgraduate Program in Education based on the understanding of the concepts of autonomy and teaching professionality, having as theoretical basis the approaches by Gimeno Sacrist&#225;n (1995), Tardif (2002), Contreras (2002) and Morgado (2005 and 2011), among others. This Program, which aims at the training of teachers and educators who work in Basic Education schools, is analyzed from different perspectives, assuming that the composition and definition of the faculty profile results from the very conception and purposes of the Program.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mestrado Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[autonomia]]></kwd>
<kwd lng="pt"><![CDATA[profissionalidade]]></kwd>
<kwd lng="en"><![CDATA[Professional master]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[autonomy]]></kwd>
<kwd lng="en"><![CDATA[professionality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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