<?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>S1981-416x2019000401664</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.063.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Necessidades psicológicas básicas na docência stricto sensu: estudo de caso comparado (Brasil - Estados Unidos)]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic psychological needs in higher education teaching stricto sensu: a comparative case study (Brazil - United States)]]></article-title>
<article-title xml:lang="es"><![CDATA[Necesidades psicológicas básicas en la docencia stricto sensu: estudio de caso comparado (Brasil - Estados Unidos)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Timm]]></surname>
<given-names><![CDATA[Jordana Wruck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davoglio]]></surname>
<given-names><![CDATA[Tarcia Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>63</numero>
<fpage>1664</fpage>
<lpage>1681</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000401664&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000401664&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000401664&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo fundamentou-se na Self-Determination Theory (SDT) que pressupõe que a motivação autônoma resulta da interação entre demandas internas do self e nutrientes contextuais, permitindo ou não a satisfação das necessidades psicológicas básicas (NPBs) de autonomia, competência e pertencimento. Visou caracterizar e comparar as descrições operacionais das NPBs de docentes que atuam em Programas de Pós-Graduação stricto sensu na área da Educação. Foram realizadas entrevistas com duas professoras brasileiras e duas norte-americanas, sendo as informações analisadas pelos princípios da Análise de Conteúdo. A partir das três categorias a priori, emergiram 37 subcategorias, seis das quais se repetiram em ambos os contextos; 14 subcategorias foram específicas para o contexto brasileiro concentrando-se majoritariamente na Competência; as outras 17 específicas do contexto norte-americano predominaram no Pertencimento. Os resultados evidenciaram diferenças relevantes nas definições NPBs que impactam na motivação autônoma entre os dois grupos de docentes, relacionadas a elementos de ordem pessoal e institucional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study was based on Self-Determination Theory (SDT), which assumes that autonomous motivation results from the interaction between internal demands of the self and contextual nutrients, allowing or not the satisfaction of basic psychological needs (NPBs) of Autonomy, Competence and Belonging. It aimed to characterize and compare the operational descriptions of NPBs of teachers who work in Stricto Sensu Graduate Programs in the area of Education. Interviews were conducted with two Brazilian and two North American teachers, and the information analyzed by the principles of Content Analysis. From the three a priori categories, thirty-seven subcategories emerged, six of which were repeated in both contexts; fourteen subcategories were specific to the Brazilian context, concentrating mainly on Competence; the other seventeen specifics of the North American context predominated in the Belonging. The results evidenced relevant differences in the NPBs definitions that impact on the autonomous motivation between the two groups of teachers, related to personal and institutional elements.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio Se fundó en la Self-Determination Theory (SDT) que presupone que la motivación autónoma resulta de la interacción entre demandas internas del self y nutrientes contextuales, permitiendo o no la satisfacción de las necesidades psicológicas básicas (NPBs) de Autonomía, Competencia y Pertenencia. Visó caracterizar y comparar las descripciones operacionales de las NPBs de docentes que actúan en Programas de Post-Graduación Stricto Sensu en el área de la Educación. Se realizaron entrevistas con dos profesoras brasileñas y dos norte-americanas, siendo las informaciones analizadas por los principios del Análisis de Contenido. A partir de las tres categorías a priori, surgieron treinta y siete subcategorías, seis de las cuales se repitieron en ambos contextos; catorce subcategorías fueron específicas para el contexto brasileño concentrándose mayoritariamente en la Competencia; las otras diecisiete específicas del contexto norte-americano predominaron en la Pertenencia. Los resultados evidenciaron diferencias relevantes en las definiciones de las NPBs que impactan en la motivación autónoma entre los dos grupos de docentes, relacionadas a elementos de orden personal e institucional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Motivação Autônoma]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades Psicológicas Básicas]]></kwd>
<kwd lng="en"><![CDATA[Professors]]></kwd>
<kwd lng="en"><![CDATA[Autonomous motivation]]></kwd>
<kwd lng="en"><![CDATA[Basic Psychological Needs]]></kwd>
<kwd lng="es"><![CDATA[Docentes]]></kwd>
<kwd lng="es"><![CDATA[Motivación Autónoma]]></kwd>
<kwd lng="es"><![CDATA[Necesidades Psicológicas Básicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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