<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000300044</article-id>
<article-id pub-id-type="doi">10.1590/198053145897</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION]]></article-title>
<article-title xml:lang="fr"><![CDATA[PÉDAGOGIE UNIVERSITAIRE: UNE POLITIQUE INSTITUTIONNELLE DE DÉVELOPPEMENT DES ENSEIGNANTS]]></article-title>
<article-title xml:lang="es"><![CDATA[PEDAGOGÍA UNIVERSITARIA: PARA UNA POLÍTICA INSTITUCIONAL DE DESARROLLO DOCENTE]]></article-title>
<article-title xml:lang="pt"><![CDATA[PEDAGOGIA UNIVERSITÁRIA: POR UMA POLÍTICA INSTITUCIONAL DE DESENVOLVIMENTO DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Geovana Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Vanessa T. Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>173</numero>
<fpage>44</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000300044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000300044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000300044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to highlight the need for developing institutional projects on University Pedagogy which contribute to the professional development of higher education teachers at work. We questioned them the possible contributions of training activities focused on teaching development and professional identity. This quantitative, qualitative research was conducted in a federal university located in the region of Triângulo Mineiro, in Brazil, from 2013 to 2016. We collected data by means of questionnaires and interviews with university professors. We concluded that fragmented, sporadic training processes contribute little to professional development. Thus, in view of the complex work in higher education, institutional efforts are needed to consolidate a University Pedagogy as a permanent field for teacher training and development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif de cet article est de mettre en évidence la nécessité de construire des projets institutionnels de Pédagogie Universitaire contribuant au développement professionnel des professeurs universitaires dans le cadre de leur travail. Nous nous interrogeons sur les types d&#8217;actions de formation qui peuvent contribuer au développement des enseignants et à l&#8217;identité professionnelle. La recherche quantitative/qualitative a été réalisée dans une université fédérale, située dans le Triângulo Mineiro, entre 2013 et 2016. Les données ont été obtenues au moyen de questionnaires et d&#8217;entretiens avec des professeurs universitaires. Nous concluons que les processus de formation fragmentés et sporadiques ne collaborent guère au développement professionnel et que, face à la complexité du travail d&#8217;enseignement, il est fondamental de mettre en oeuvre des efforts institutionnels pour consolider une Pédagogie Universitaire, en tant que domaine de formation permanente et de développement des enseignants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es resaltar la necesidad de construir proyectos institucionales de Pedagogía Universitaria que contribuyan al desarrollo profesional de los profesores universitarios en contexto de trabajo. Nos preguntamos sobre cuáles son las posibles contribuciones de las acciones formativas al desarrollo del profesorado y la identidad profesional. La investigación, de naturaleza cuantitativa y cualitativa, se realizó en una universidad federal, ubicada en el Triángulo Mineiro, de 2013 a 2016. Los datos se obtuvieron a través de cuestionarios y entrevistas con profesores universitarios. Llegamos a la conclusión de que los procesos formativos, fragmentados y escasos, poco colaboran al desarrollo profesional y que, dada la complejidad del trabajo docente, será esencial hacer esfuerzos institucionales para consolidar una Pedagogía Universitaria, como un campo permanente de formación y desarrollo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é evidenciar a necessidade de se construírem projetos institucionais de Pedagogia Universitária que contribuam para o desenvolvimento profissional de professores universitários em contexto de trabalho. Questionamos quais as possíveis contribuições de ações formativas para o desenvolvimento docente e a identidade profissional. A pesquisa, de cunho quanti-qualitativo, foi realizada em uma universidade federal, localizada no Triângulo Mineiro, no período de 2013 a 2016. Os dados foram obtidos por meio de questionários e entrevistas com professores universitários. Concluímos que processos formativos fragmentados e esparsos pouco colaboram para o desenvolvimento profissional e que, diante da complexidade do trabalho docente, será fundamental envidar esforços institucionais para consolidar uma Pedagogia Universitária, como campo permanente de formação e desenvolvimento docente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[PEDAGOGY]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL IDENTITY]]></kwd>
<kwd lng="fr"><![CDATA[PÉDAGOGIE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SUPÉRIEUR]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[IDENTITÉ PROFESSIONNELLE]]></kwd>
<kwd lng="es"><![CDATA[PEDAGOGÍA]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[IDENTIDAD PROFESIONAL]]></kwd>
<kwd lng="pt"><![CDATA[PEDAGOGIA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[IDENTIDADE PROFISSIONAL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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