<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000100069</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i1.23180</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação e práticas de docentes de um curso de graduação em enfermagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Professors´ formation and practices in an undergraduate nursing course]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación y prácticas de docentes de un curso de graduación en enfermería]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Vanessa Aparecida Ballista Tavares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gebran]]></surname>
<given-names><![CDATA[Raimunda Abou]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Helena Faria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>69</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta resultados de uma pesquisa que teve como objetivo analisar a forma&#231;&#227;o e as pr&#225;ticas de docentes de um curso de gradua&#231;&#227;o em Enfermagem. O trabalho configurou-se como um estudo de caso, tendo car&#225;ter explorat&#243;rio-descritivo e centrou-se na an&#225;lise qualitativa dos dados. Foram selecionados dez professores do curso indicados como bem-sucedidos, ap&#243;s um levantamento pr&#233;vio com alunos, professores e equipe de gest&#227;o. Os procedimentos metodol&#243;gicos envolveram entrevistas semi-estruturadas, observa&#231;&#245;es n&#227;o-participantes e an&#225;lise documental. A discuss&#227;o dos dados centrou-se na an&#225;lise de conte&#250;do de Bardin, sendo utilizada a interpreta&#231;&#227;o do significado das respostas apresentadas pelos sujeitos, as quais foram separadas em categorias. O estudo evidenciou que os docentes considerados bem-sucedidos ingressaram na carreira a partir da pr&#225;tica profissional em sua &#225;rea de atua&#231;&#227;o; buscam forma&#231;&#227;o pedag&#243;gica, principalmente por meio de cursos oferecidos na institui&#231;&#227;o; consideram a afetividade como elemento fundamental no processo de ensino e de aprendizagem; agregam procedimentos e t&#233;cnicas que permitem maior participa&#231;&#227;o e envolvimento dos alunos. Esperamos que essa reflex&#227;o possa contribuir para a redimens&#227;o da forma&#231;&#227;o de qualidade do enfermeiro professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Current research analyzes the formation and practices of professors in an undergraduate Nursing Course. The research consists of a case study investigated from an exploratory and descriptive aspect based on a qualitative approach. Ten successful faculty members from the Nursing Course were selected after prior survey among students, professors and management personnel. Semi-structured interviews, non-participant observations and documental analysis were conducted after the initial contact. Data discussion focused on Bardin's content analysis and the intepretation of the meaning of the answers given by the subjects, separated by categories, was employed. Analysis showed that successful professors entered the teaching career after professional practice in their respective fields; they seek pedagogical training, mainly through courses offered by the higher institution; they consider affection as a basic factor in the teaching-learning process; they aggregate procedures and techniques that allow greater participation and involvment of the students in the teaching and learning process. Current investigation will surely contribute towards the reshaping of qualitative formation of the professor-nurse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El art&#237;culo presenta resultados de una investigaci&#243;n que tuvo como objetivo analizar la formaci&#243;n y las pr&#225;cticas de docentes de un curso de graduaci&#243;n en Enfermer&#237;a. El trabajo se configur&#243; como un estudio de caso, teniendo car&#225;cter exploratorio-descriptivo y se bas&#243; en el an&#225;lisis cualitativo de los datos. Fueron seleccionados diez profesores del curso se&#241;alados como exitosos, despu&#233;s de una encuesta previa con alumnos, profesores y equipo de gesti&#243;n. Los procedimientos metodol&#243;gicos involucraron entrevistas semiestructuradas, observaciones no-participantes y an&#225;lisis documental. La discusi&#243;n de los datos se bas&#243; en el an&#225;lisis de contenido de Bardin, siendo utilizada la interpretaci&#243;n del significado de las respuestas presentadas por los sujetos, estas fueron separadas en categor&#237;as. El estudio evidenci&#243; que los docentes considerados exitosos ingresaron en la carrera a partir de la pr&#225;ctica profesional en su &#225;rea de actuaci&#243;n; buscan formaci&#243;n pedag&#243;gica, principalmente por medio de cursos ofrecidos en la instituci&#243;n; consideran la afectividad como elemento fundamental en el proceso de ense&#241;anza y de aprendizaje; agregan procedimientos y t&#233;cnicas que permiten mayor participaci&#243;n y envolvimiento de los alumnos. Esperamos que esta reflexi&#243;n pueda contribuir para la redimensi&#243;n de la formaci&#243;n de calidad del enfermero profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Enfermeiro/Professor]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices/Nursing]]></kwd>
<kwd lng="es"><![CDATA[Práctica Docente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación del Enfermero/Profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
