<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762023000100209</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e59457</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios Iniciais e Modos de Aprender a Ser Docente Universitário(a): O que contam os Memoriais Acadêmicos?]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial Challenges and Ways of Learnig How To Be a University Teacher: What do the Academic Memorials tell?]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos Iniciales y Formas Para Aprender a Ser Docente Universitario: ¿Qué Cuentan los Memoriales Académicos?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Elzanir dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo enfoca resultados de uma pesquisa que buscou analisar construções identitárias de professores(as) universitários(as), a partir de narrativas contidas em memoriais elaborados para progressão na carreira. São enfocados o início da docência, o contexto da escolha profissional, os desafios iniciais, bem como aprendizagens sobre o ser-fazer docente. O aporte teórico-metodológico se ancorou na abordagem (auto) biográfica, a partir de autoras(es) como Passeggi (2008, 2010); Josso (2004); Delory-Momberguer (2012, 2016). Nas escritas de si, destacam-se a solidão e ausência de preparo pedagógico como dificuldades que se impõem no início da trajetória docente; nas aprendizagens acerca do ser-fazer sublinham-se a formação continuada, as relações com estudantes, autores(as) e professores(as)/mestres enquanto oportunidades de aprendizagens quanto ao ensino, à pesquisa e à orientação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article focuses on the results of a research that aimed at analyzing university professors´ identity constructions, based on narratives which were presented in memorials, elaborated for career progression. As to their focus they concerned the beginning of the teaching activity, the teachers´ professional choice context, their initial challenges, as well as the learning as we consider being a teacher and doing as a teacher. Its theoretical-methodological contribution was based on the autobiographical approach, considering authors such as Passeggi (2008, 2010); Josso (2004), Delory-Momberguer (2012, 2016). In the self-writings, loneliness and the lack of pedagogical preparation stand out as difficulties that are imposed in the beginning of the teaching trajectory; in terms of learning about being and doing, continuing education, relationships with students, authors and professors/teachers are emphasized as a possibility for learning opportunities in terms of teaching, research and guidance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se enfoca en los resultados de una investigación que buscó analizar las construcciones identitarias de profesores universitarios, a partir de narrativas contenidas en memoriales elaborados para la progresión de carrera. El foco está en el inicio de la docencia, el contexto de la elección profesional, los desafíos iniciales, así como el aprendizaje del ser-hacer docente. El aporte teórico-metodológico estuvo anclado en el abordaje (auto)biográfico, de autores como Passeggi (2008, 2010); Josso (2004), Delory-Momberguer (2012, 2016). En la autoescritura, la soledad y la falta de preparación pedagógica se destacan como dificultades que se imponen al inicio de la carrera docente; en el aprendizaje del ser-hacer, la formación continua, las relaciones con estudiantes, autores y profesores/maestros se destacan como oportunidades de aprendizaje en cuanto a la docencia, la investigación y la orientación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[memoriais]]></kwd>
<kwd lng="pt"><![CDATA[narrativas]]></kwd>
<kwd lng="pt"><![CDATA[processos identitários]]></kwd>
<kwd lng="pt"><![CDATA[docência universitária]]></kwd>
<kwd lng="en"><![CDATA[memorials]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
<kwd lng="en"><![CDATA[identity processes]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="es"><![CDATA[memoriales]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[procesos de identidad]]></kwd>
<kwd lng="es"><![CDATA[enseñanza universitaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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