<?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>0101-7136</journal-id>
<journal-title><![CDATA[Inter-Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Inter Ação]]></abbrev-journal-title>
<issn>0101-7136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Goiás]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0101-71362013000100167</article-id>
<article-id pub-id-type="doi">10.5216/ia.v38i1.25156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação pedagógica do professor universitário: uma reflexão sobre a proposta da UFG]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical formation of the university professor: a reflection on the UFG proposal]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación pedagógica del profesor universitario: una reflexión sobre la propuesta de la UFG]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Dalva Eterna Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Sandramara Matias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>167</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0101-71362013000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0101-71362013000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0101-71362013000100167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem como refer&#234;ncia o Programa de Forma&#231;&#227;o para a Doc&#234;ncia no Ensino Superior, institu&#237;do pela Universidade Federal de Goi&#225;s em 2006. Apresenta as a&#231;&#245;es propostas e discute as necessidades formativas e os saberes espec&#237;ficos para a doc&#234;ncia nesse n&#237;vel de ensino, com base na produ&#231;&#227;o acad&#234;mica sobre o tema e na produ&#231;&#227;o dos professores participantes. Tem como objetivo a socializa&#231;&#227;o das experi&#234;ncias vivenciadas na institui&#231;&#227;o. Nesta pesquisa foram sistematizados dados referentes ao perfil dos participantes, tem&#225;ticas desenvolvidas nos estudos de casos apresentados no final dos cursos realizados pelos professores ingressantes. A discuss&#227;o apontou para um quadro de diferentes ordens: pol&#237;tica, estrutural, organizacional, epistemol&#243;gica, did&#225;tico-pedag&#243;gica. Dentre os vinte e oito eixos tem&#225;ticos abordados, a maior incid&#234;ncia recaiu sobre a motiva&#231;&#227;o de professores e de estudantes. Constatou-se que as necessidades formativas extrapolam o &#226;mbito pedag&#243;gico, sugerindo uma rela&#231;&#227;o entre o contexto universit&#225;rio, a condi&#231;&#227;o de trabalho docente e a pr&#225;tica em sala de aula. Isso indica demanda por maior investimento pessoal e institucional no desenvolvimento profissional dos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The reference for this article is the Higher Education Teacher Formation Program (Programa Forma&#231;&#227;o para a Doc&#234;ncia no Ensino Superior), set up in 2006 by the Universidade Federal de Goi&#225;s. Drawing on academic research on teaching in higher education and on the production of the teacher participants, this article presents the program's proposed action and discusses the formation needs and specific knowledge for teaching at this level. Its aim is to socialize the experiences lived out in the institution. In this research, two types of data were analyzed: the profile of the participants and the themes discussed by these beginner university professors in their case studies presented at the end of the program. The discussion pointed to a framework of varied nuances: political, structural, organizational, epistemological and didactic-pedagogical. Of the twenty-eight themes presented, the one most frequently addressed was that of teacher and student motivation. It was found that formation needs go beyond the scope of pedagogy, which would suggest a relationship between the university context, teaching conditions and practice in the classroom. This would indicate that greater personal and institutional investment in teachers' professional development is necessary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo tiene como referencia el Programa de Formaci&#243;n para la Docencia en Ense&#241;anza Superior, institu&#237;do por la Universidad Federal de Goi&#225;s en 2006. Presenta las acciones propuestas y discute las necesidades formadoras y los saberes espec&#237;ficos para la docencia en ese nivel de ense&#241;anza, bas&#225;ndose en la producci&#243;n acad&#233;mica sobre el tema y en la producci&#243;n de los profesores participantes. Tiene como objetivo la socializaci&#243;n de las experiencias vividas en la instituci&#243;n. En esta investigaci&#243;n se sistematizaron datos referentes al perfil de los participantes, tem&#225;ticas desarrolladas en los estudios de casos presentados al final de los cursos realizados por los professores ingresantes. La discusi&#243;n apunt&#243; a un cuadro de diferentes &#243;rdenes: pol&#237;ticos, estructurales, organizacionales, epistemol&#243;gicas, did&#225;ctico-pedag&#243;gicas. Entre los veintiocho ejes tem&#225;ticos abordados, la mayor incidencia recay&#243; sobre la motivaci&#243;n de los profesores y de los estudiantes. Se confirm&#243; que las necesidades formadoras superan el &#225;mbito pedag&#243;gico, sugiriendo una relaci&#243;n entre el contexto universitario, la condici&#243;n de trabajo docente y la pr&#225;ctica en el aula. Eso indica una demanda de mayor inversi&#243;n personal e institucional en el desarrollo profesional de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência no Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Formação Docente da UFG]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="en"><![CDATA[Higher Education Teaching]]></kwd>
<kwd lng="en"><![CDATA[UFG Teacher Formation Program]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="es"><![CDATA[Docencia en Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Programa de Formación Docente de la UFG]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
