<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000200025</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i45.1073</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções acerca da produção acadêmica docente em Instituições de Ensino Superior brasileiras]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions about the professors' academic production in brazilian Higher Education Institutions]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones acerca de la producción académica docente en Instituciones de Enseñanza Superior brasileñas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Alexey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimenta]]></surname>
<given-names><![CDATA[Maria Alzira de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Anhanguera de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>45</numero>
<fpage>25</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000200025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O cen&#225;rio que envolve a Educa&#231;&#227;o Superior Brasileira &#233; marcado pela forte expans&#227;o de Institui&#231;&#245;es de Ensino Superior (IES) com vistas &#224; amplia&#231;&#227;o da oferta de cursos de gradua&#231;&#227;o. O foco quase que exclusivo na atividade de ensino, faz com que a atividade de pesquisa, mesmo sendo requisito legal, seja relegada a um segundo plano, de forma a desestimular a produ&#231;&#227;o acad&#234;mica docente na gradua&#231;&#227;o. O presente artigo tem como objetivo apresentar e discutir as percep&#231;&#245;es acerca da produ&#231;&#227;o acad&#234;mica docente, assim como seus fatores de influ&#234;ncia, no contexto do ensino de gradua&#231;&#227;o presencial de IES brasileiras. Para atingir os objetivos propostos, partiu-se do referencial te&#243;rico sobre as quest&#245;es que envolvem a pesquisa acad&#234;mica, seu ambiente e suas condi&#231;&#245;es; realizou-se um estudo de campo com docentes da educa&#231;&#227;o superior, compondo uma amostra aleat&#243;ria e de perfil heterog&#234;neo, com respondentes de todas as regi&#245;es brasileiras e de IES p&#250;blicas e privadas, por meio de question&#225;rio estruturado on-line. Na apresenta&#231;&#227;o e an&#225;lise dos resultados, buscou-se um entendimento abrangente sobre os principais aspectos que cercam a produ&#231;&#227;o acad&#234;mica docente em IES. Dentre os pontos mais relevantes, evidenciou-se de forma geral: falta de clareza nas pol&#237;ticas e a&#231;&#245;es de est&#237;mulo &#224; pesquisa e &#224; produ&#231;&#227;o acad&#234;mica, por parte das IES; e dificuldade em organizar o tempo para a pesquisa, o que indica que o aumento simplesmente de carga hor&#225;ria para esse fim pode n&#227;o surtir efeitos. Dessa forma, os resultados do estudo podem enriquecer as discuss&#245;es sobre o tema e fornecer subs&#237;dios que possam contribuir com as IES que anseiem a melhoria da produ&#231;&#227;o acad&#234;mica docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The scenario involving the Brazilian Higher Education, marked by strong expansion of Higher Education Institutions (IES) aiming to increase the supply of undergraduate. The almost exclusive focus on teaching activity, makes the research activity, even being legal requirement, is relegated to the background in order, which ends up discouraging the professors' academic production at the undergraduate. This paper is aims to present and discuss the perceptions about of professors' academic production, as well as their influencing factors in the context of campus undergraduate teaching brazilian IES. To achieve the proposed goals, starting by referential theoretical on issues involving academic research, their environment and their conditions, was performed out a field study with higher education professors, creating a random sample and heterogeneous profile with respondents from all regions Brazilian, including public and private IES, through structured questionnaire online. In the presentation and analysis of results, we sought a comprehensive understanding of the main issues surrounding the professors' academic production in IES. Among the most relevant points, it was evident in general: lack of clarity in policies and actions to stimulate research and academic production by the IES; and difficulty in organizing the time to the research, which indicates that simply increasing the workload for this purpose may not have any effect. Thus, the study results can enrich the discussions on the subject and provide subsidies that can contribute to the IES that want to improve the professors' academic production.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El escenario que involucra a la Educaci&#243;n Superior Brasile&#241;a, marcado por la fuerte expansi&#243;n de Instituciones de Educaci&#243;n Superior (IES) con vistas a la ampliaci&#243;n de la oferta de carreras y programas de graduaci&#243;n. El enfoque casi exclusivo en la actividad de ense&#241;anza, hace que la actividad de investigaci&#243;n, aun siendo requisito legal, sea relegada a un segundo plano, de forma a desalentar la producci&#243;n acad&#233;mica de profesores en la graduaci&#243;n. El presente art&#237;culo tiene como objetivo presentar y discutir las percepciones acerca de la producci&#243;n acad&#233;mica de profesores, as&#237; como, sus factores de influencia, en el contexto de graduaci&#243;n de IES brasile&#241;as. Para alcanzar los objetivos propuestos, se empez&#243; por el referencial te&#243;rico acerca de las cuestiones que involucran la investigaci&#243;n acad&#233;mica, su ambiente y sus condiciones, se realiz&#243; un estudio de campo con profesores de la educaci&#243;n superior, haciendo una muestra aleatoria con perfil heterog&#233;neo, con respondedores de todas las regiones brasile&#241;as y de IES p&#250;blicas y privadas, a trav&#233;s de un cuestionario estructurado on-line. En la presentaci&#243;n y an&#225;lisis de los resultados, se ha buscado un entendimiento amplio acerca de los principales aspectos que rodean la producci&#243;n acad&#233;mica de profesores en IES. Entre los puntos m&#225;s relevantes, se evidenci&#243; de forma general: falta de claridad en las pol&#237;ticas y acciones de est&#237;mulo a la investigaci&#243;n ya la producci&#243;n acad&#233;mica, por parte de las IES; y dificultad en organizar el tiempo para la investigaci&#243;n, lo que indica que el aumento simplemente de carga horaria para este fin puede no surtir efectos. De esta forma, los resultados del estudio pueden enriquecer las discusiones acerca del tema y proporcionar subsidios que puedan contribuir con las IES que anhelan la mejora de la producci&#243;n acad&#233;mica de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[produção acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[academic production]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[producción académica]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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