<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000200312</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i2.0004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Colaboração entre pares em programas de desenvolvimento profissional docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaboration between colleagues in teaching professional development programs]]></article-title>
<article-title xml:lang="es"><![CDATA[Colaboración entre pares en programas de desarrollo profesional docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vosgerau]]></surname>
<given-names><![CDATA[Dilmeire Sant&#8217;Anna Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Cecília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université de Montréal Faculté des sciences de l'éducation Département de psychopédagogie et d'andragogie]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>312</fpage>
<lpage>329</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000200312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Embora a colabora&#231;&#227;o seja valorizada no discurso de professores, de gestores e de institui&#231;&#245;es, assim como reconhecida como essencial para a inova&#231;&#227;o nas universidades, a cultura do individualismo &#233; a que permeia a atua&#231;&#227;o dos professores universit&#225;rios. Este estudo tem por finalidade analisar os programas de desenvolvimento profissional docente empreendidos em quatro universidades (uma internacional e outras tr&#234;s nacionais), sob a perspectiva da promo&#231;&#227;o da colabora&#231;&#227;o entre pares. A an&#225;lise ocorreu por meio de coleta de publica&#231;&#245;es ou sites que os descreviam. Os programas de desenvolvimento profissional docente analisados t&#234;m a colabora&#231;&#227;o entre pares como premissa e incentivam a socializa&#231;&#227;o das experi&#234;ncias em cursos, f&#243;runs e outros eventos de forma&#231;&#227;o. Entretanto, observa-se a necessidade de diversifica&#231;&#227;o de estrat&#233;gias, como mentoria, incentivo a atividades online e desenvolvimento de projetos coletivos, para que a colabora&#231;&#227;o possa realmente ser um pilar na forma&#231;&#227;o pedag&#243;gica, na aprendizagem permanente, assim como na reconfigura&#231;&#227;o e na inova&#231;&#227;o das pr&#225;ticas de professores universit&#225;rios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors&#8217; performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national), from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors&#8217; practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Aunque la colaboraci&#243;n sea valorizada en el discurso de profesores, de gestores e instituciones, al igual que reconocida como esencial para la innovaci&#243;n de las universidades, la cultura del individualismo es la que subyace la actuaci&#243;n de los profesores universitarios. Este estudio tiene por finalidad analizar los programas de desarrollo profesional docente realizados en cuatro universidades (una internacional y otras tres nacionales), bajo la perspectiva del fomento de la colaboraci&#243;n entre pares. El an&#225;lisis ocurri&#243; por medio de colecta de publicaciones o sitios web que los describ&#237;an. Los programas de desarrollo profesional docente analizados tienen la colaboraci&#243;n entre pares como premisa e incentivan la socializaci&#243;n de las experiencias en cursos, foros y otros eventos de formaci&#243;n. Sin embargo, se observa la necesidad de la diversificaci&#243;n de estrategias, como tutor&#237;a, incentivo a actividades en l&#237;nea y desarrollo de proyectos colectivos, para que la colaboraci&#243;n sea realmente un pilar en la formaci&#243;n pedag&#243;gica, en el aprendizaje permanente, as&#237; como en la reconfiguraci&#243;n e innovaci&#243;n en las pr&#225;cticas de los profesores universitarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professor universitário]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[University professor]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Profesor Universitario]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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