<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312008000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreendendo os movimentos construtivos da docência superior: construções sobre pedagogia universitária]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isaia]]></surname>
<given-names><![CDATA[Silvia Maria de Aguiar]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolzan]]></surname>
<given-names><![CDATA[Doris Pires Vargas]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<volume>14</volume>
<numero>26</numero>
<fpage>43</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312008000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312008000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312008000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esse artigo decorre de pesquisas que as autoras vêm desenvolvendo em especial sobre a temática dos ciclos de vida profissional de professores do ensino superior. Discute os possíveis movimentos construtivos na trajetória docente de professores universitários. Essa discussão se dá a partir da busca pela compreensão dos movimentos construtivos da docência, bem como do delineamento de possíveis ciclos de vida profissional desses sujeitos. Os participantes da pesquisa foram agrupados considerando-se o tempo de experiência no magistério superior, com a finalidade de narrarem suas biografias. Nesta análise encontramos quatro movimentos construtivos da docência: preparação à carreira docente; entrada efetiva no magistério superior; marcas da pós-graduação na docência superior; professoralidade docente. Os achados permitem-nos especular que os fios das concepções de docência são tecidos a partir dos movimentos construtivos ao longo da trajetória docente, demarcando-os como um processo contínuo de aprendizagem docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article result from the researches which have been developed by the authors and, specially, on the thematic of the professional life cycles of higher education professors. It discusses the possible constructive movements in the teaching trajectory of university professors. The present discussion emerges from the search for comprehension of the constructive movements of teaching, as well as the delineation of possible professional life cycles of these subjects. The participants in the research were grouped according to experience in the higher education teaching, aiming to describe their biographies. In this analysis four teaching constructive movements were found: the preparation for the teaching career, effective entrance in higher education teaching, post-graduation traces in higher education teaching; teaching professorality. The findings allow us to speculate that the teaching conception threads are woven from constructive movements throughout the teaching trajectory, marking them out as a continuous learning process for teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Cet article découle de recherches que les auteurs ont développé, en particulier, sur la thématique des cycles de vie professionnelle de professeurs de l’enseignement supérieur. Il discute les possibles mouvements constructifs de la vie professionnelle de ces sujets. Les participants de la recherche ont été regroupés en tenant compte du temps d’expérience dans le magistère supérieur, ayant comme finalité la narration de leurs biographies. Dans cette analyse, nous avons rencontré quatre mouvements constructifs du magistère : préparation à la carrière du magistère ; entrée effective dans le magistère supérieur ; marques des études post baccalauréat sur le magistère supérieur ; professeuralité des professeurs. Les résultats nous permettent de spéculer que les fils des conceptions du magistère sont tissés à partir des mouvements constructifs au long de la trajectoire du professeur, les démarquant comme un processus continu d’apprentissage du magistère.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Ese artículo es resultado de investigaciones desarrolladas por las autoras, en especial las relativas a los ciclos de vida profesional de profesores de la enseñanza superior. Discute los posibles movimientos constructivos en la trayectoria docente de profesores universitarios. Esa discusión ocurre a partir de la búsqueda por la comprensión de los movimientos contractivos de la docencia, bien como del delineamiento de posibles ciclos de vida profesional de eses sujetos. Los participantes de la pesquisa feron agrupados considerándose el tiempo de experiencia en el magisterio superior, con la finalidade de narrar sus biografías la docencia: preparación a la carrera docente; entrada efectiva en el magisterio superior; marcas del posgrado en la docencia superior; profesoralidad docente. Los resultados nos permiten especular que los hilos de las concepciones de docencia son tejidos a partir de los movimientos contractivos al largo de la trayectoria docente, demarcándolos como un proceso continuo de aprendizade docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Movimentos Construtivos]]></kwd>
<kwd lng="pt"><![CDATA[Docência Superior]]></kwd>
<kwd lng="en"><![CDATA[University Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Constructive Movements]]></kwd>
<kwd lng="en"><![CDATA[Higher Education Teaching]]></kwd>
<kwd lng="fr"><![CDATA[Pédagogie Universitaire]]></kwd>
<kwd lng="fr"><![CDATA[Mouvements Constructifs]]></kwd>
<kwd lng="fr"><![CDATA[Magistère Supérieur]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Movimentos Constructivos]]></kwd>
<kwd lng="es"><![CDATA[Docencia Superior]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Compreendendo os movimentos  construtivos da doc&ecirc;ncia superior: constru&ccedil;&otilde;es sobre pedagogia universit&aacute;ria.</h2> <h3>Understanding the constructive movements of higher education teaching:  constructions over university pedagogy.</h3> <h3>Comprenant les mouvements constructifs de l&rsquo;enseignement universitaire :  constructions sur la p&eacute;dagogie universitaire.</h3> <h3>Comprendiendo los movimientos constructivos de la docencia superior:  construcciones sobre pedagog&iacute;a universitaria.</h3>     <p>&nbsp;</p> <h4>Silvia Maria de Aguiar Isaia,  Doris Pires Vargas Bolzan    <br> </h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOLZAN]]></surname>
<given-names><![CDATA[Dóris Pires Vargas]]></given-names>
</name>
<name>
<surname><![CDATA[ISAIA]]></surname>
<given-names><![CDATA[Silvia de Aguiar]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem docente na educação superior: construções tessituras da professoralidade.]]></article-title>
<source><![CDATA[Revista Educação]]></source>
<year>2006</year>
<volume>29</volume>
<numero>3 (60)</numero>
<issue>3 (60)</issue>
<page-range>489-501</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[EDIPUCRS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRUN]]></surname>
<given-names><![CDATA[Patrick]]></given-names>
</name>
<name>
<surname><![CDATA[BACHELART]]></surname>
<given-names><![CDATA[Dominique]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Histoires de vie et démarches collectives de construction d’histoire.]]></article-title>
<source><![CDATA[Education Permanente]]></source>
<year>2000</year>
<numero>142</numero>
<issue>142</issue>
<page-range>105-114</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LANI-BAYLE]]></surname>
<given-names><![CDATA[Martine]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Histoire de vie et transmission intergénérationnelle.]]></article-title>
<source><![CDATA[Education Permanente]]></source>
<year>2000</year>
<numero>142</numero>
<issue>142</issue>
<page-range>85-93</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
