<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A multidimensionalidade da docência na educação superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[Ilma Passos Alencastro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Edileuza Fernandes da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Centro Universitário de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>35</numero>
<fpage>33</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo analisa a organização, desenvolvimento e avaliação de aulas de nove disciplinas de cursos da Universidade de Brasília (UnB), procurando identificar inovações nos processos de ensinar, aprender, pesquisar e avaliar e que sinalizam rupturas quanto à forma de lidar com o conhecimento na universidade. As análises apresentam a maneira como cada professor foi construindo, na sua trajetória docente, uma didática específica a partir do campo científico do curso e das experiências vivenciadas no percurso profissional. A metodologia utilizada privilegiou a abordagem qualitativa, com a utilização de análise documental, observação de aulas e entrevistas narrativas. as aulas, professores e estudantes ultrapassam a concepção de que o conhecimento, para ser científico, precisa romper com o senso comum. Os docentes partem do senso comum, dos conhecimentos prévios dos estudantes e do contexto em que se realiza o objeto de estudo e estabelecem relações com outras formas e tipos de conhecimento. As inovações percebidas pautam-se nos princípios da: afetividade; autonomia; participação; contextualização; dialogicidade; dinamicidade; diversidade; ética; igualdade; integralidade; ludicidade; reflexividade/criatividade e transitoriedade. Tendo como relações fundantes: professor-aluno; objetivo--avaliação; conteúdo-método; conhecimento local-total; ensino-aprendizagem; ensino--pesquisa; teoria-prática; movimento-afetividade; tempo-espaço.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the organization, development and evaluation of classes in nine subjects of courses at the University of Brasilia (UnB), trying to identify innovations in the processes of teaching, learning, research and evaluating and which appoint breaks on how to deal with knowledge in the university. Analyses show how each teacher was building specific didactics in his teaching career based in the science section in the course and also on the experiences lived in their professional careers. The methodology has concentrated on the qualitative approach, having also used documental analysis, classroom observation and narrative interviews. While in class, teachers and students went beyond the idea that knowledge must break up with common sense to be scientific. Teachers start from common sense, from students’ prior knowledge and the context taking place where the object of study lies and establish relationships with other forms and types of knowledge. The perceived innovation is guided by the principles of: affection; autonomy; participation; contextualization; dialogue; dynamism; diversity; ethics; equality; integrity; playfulness; reflexivity/creativity and transience. And having as founding relationships: teacher-student; goal-evaluation; content-method; total-local knowledge; teaching and learning; teaching and research; theory and practice, movement and affection; time and space.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Aula Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Didáticas Específicas]]></kwd>
<kwd lng="pt"><![CDATA[Campo Científico]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[University Classroom]]></kwd>
<kwd lng="en"><![CDATA[Specific Didactics]]></kwd>
<kwd lng="en"><![CDATA[Scientific Field]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A multidimensionalidade da doc&ecirc;ncia  na educa&ccedil;&atilde;o superior.</h2> <h3>The multidimensionality of teaching in higher education</h3>     <p>&nbsp;</p> <h4>Ilma Passos Alencastro  Veiga, Edileuza Fernandes da Silva    <br> </h4> </font>      ]]></body>
</article>
