<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352017000400059</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2017v55n46ID13292</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A dimens&#227;o social e pol&#237;tica da autonomia: quest&#245;es e percep&#231;&#245;es no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The social and political dimension of autonomy: questions and perceptions&#8217; in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[La dimensión social y política de la autonomía: cuestiones y percepciones en la enseñanza superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Denise Aparecida Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Albertina Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seixas]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>55</volume>
<numero>46</numero>
<fpage>59</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352017000400059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352017000400059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352017000400059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo est&#225; ancorado nos conceitos formulados e apresentados por Paulo Freire (1996), autonomia como constru&#231;&#227;o a partir de um espa&#231;o cr&#237;tico e libertador, e Jos&#233; Contreras (2002), autonomia como um dos elementos da profissionaliza&#231;&#227;o, e objetiva refletir a forma como os docentes do ensino superior compreendem o significado de autonomia nos seus espa&#231;os e pr&#225;ticas profissionais. A pesquisa foi realizada em duas Universidades P&#250;blicas e duas Faculdades Particulares na cidade de Vit&#243;ria da Conquista, no estado da Bahia, Brasil, com 25 professores que manifestaram a sua opini&#227;o sobre as tem&#225;ticas em an&#225;lise numa perspectiva comparativa, atrav&#233;s de um question&#225;rio maioritariamente de respostas fechadas. Foi dada prioridade &#224; pesquisa de abordagem quantitativa e descritiva e conclu&#237;mos que, apesar do avan&#231;o no campo da autonomia, muito ainda se tem a fazer no dom&#237;nio da reflex&#227;o e constru&#231;&#227;o da autonomia docente, nos contextos analisados, e que h&#225; obst&#225;culos importantes a serem superados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is anchored in the concepts formulated and presented by Paulo Freire (1996), autonomy as construction from a critical and liberating space, and Jos&#233; Contreras (2002), autonomy as one of the elements of professionalization, and aims to reflect how the higher education teachers understand the meaning of autonomy in their professional spaces and practices. The research was carried out at two public universities and two private colleges in Vit&#243;ria da Conquista city, state of Bahia, Brazil, involving 25 professors who expressed their opinion about the themes under analysis in a comparative perspective through a questionnaire mostly composed of answers closed. The priority was a research of quantitative and descriptive approach and we have concluded that, despite advances in the field of autonomy, much still has to be done in the domain of reflection and construction of professors&#8217; autonomy in the analyzed contexts, and there are important obstacles to be overcome.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo est&#225; anclado en los conceptos formulados y presentados por Paulo Freire (1996), autonom&#237;a como construcci&#243;n a partir de un espacio cr&#237;tico y liberador, y Jos&#233; Contreras (2002), autonom&#237;a como uno de los elementos de la profesionalizaci&#243;n, y objetiva reflejar la forma como los docentes de la ense&#241;anza superior comprenden el significado de autonom&#237;a en sus espacios y pr&#225;cticas profesionales. La investigaci&#243;n se realiz&#243; en dos universidades p&#250;blicas y dos facultades privadas de la ciudad de Vit&#243;ria da Conquista, en el estado de Bah&#237;a, Brasil, involucrando a 25 profesores que manifestaron su opini&#243;n sobre las tem&#225;ticas en an&#225;lisis desde una perspectiva comparativa a trav&#233;s de un cuestionario mayoritariamente de respuestas cerradas. Se dio prioridad a la investigaci&#243;n de abordaje cuantitativo y descriptivo y concluimos que, a pesar del avance en el campo de la autonom&#237;a, todav&#237;a mucho a&#250;n se tiene que hacer en el &#225;mbito de la reflexi&#243;n y de la construcci&#243;n de la autonom&#237;a docente, en los dos contextos analizados, y que hay obst&#225;culos importantes a ser superados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Prática reflexiva]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Reflexive Practice]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Práctica reflexiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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