<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000300579</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia dialógica para democratizar a educação superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogical pedagogy for higher education democratization]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía dialógica para la democratización de la Educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Ivar César Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Paulista  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>92</numero>
<fpage>579</fpage>
<lpage>608</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000300579&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000300579&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000300579&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A expans&#227;o da educa&#231;&#227;o superior, abrangendo estudantes mais diversos do ponto de vista sociocultural implica necessariamente a sua democratiza&#231;&#227;o? Esta pesquisa questiona a aparente neutralidade das institui&#231;&#245;es educacionais, indagando se esta reproduz as rela&#231;&#245;es sociais e o poder dominante. Para isso, investigou-se a intera&#231;&#227;o entre as experi&#234;ncias sociais de jovens estudantes e de professores universit&#225;rios, buscando atualizar o conceito de pedagogia dial&#243;gica. Um estudo de casos m&#250;ltiplos, envolvendo duas licenciaturas, evidenciou, dentre outros, a valoriza&#231;&#227;o da amizade, criatividade e respeito, bem como a preocupa&#231;&#227;o de todos com o desinteresse de estudantes pelo curso. Elaborou-se uma hip&#243;tese, com tr&#234;s eixos fundamentais das intera&#231;&#245;es sociais de estudantes e professores: as tend&#234;ncias de culpar o outro pelo insucesso educacional e de cultivar rela&#231;&#245;es autorit&#225;rias, bem como a nega&#231;&#227;o da capacidade cr&#237;tica dos indiv&#237;duos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education expansion leads to enroll socio-culturally diverse students. In fact, does greater enrollment lead to increasing democratic opportunities? This research project focuses the assumed neutrality of educational institutions: do they reproduce social relations and power structures? In search of updating the dialogical pedagogy concept, it analyzed the social experiences, interaction of students and faculty members in a university. Multiple case study involved young students of two teacher education undergraduate programs. Its results show the high value attributed to friendship, creativity and mutual respect, as well as the concern with non-interested students. This project generated a hypothesis encompassing three fundamental axes of the student body and faculty social interaction: the denial of students&#8217; critical capacity by faculty, moreover the trends to inculpate each other for failure and to develop authoritarian relations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La expansi&#243;n de la Educaci&#243;n superior ampl&#237;a la diversidad socio-cultural de sus estudiantes. &#191;Este incremento de matr&#237;culas realmente conduce a crecientes oportunidades educativas? Esta investigaci&#243;n tiene foco sobre la supuesta neutralidad de las instituciones educativas: &#191;ellas reproducen de facto las relaciones sociales, as&#237; como las estructuras de poder? En b&#250;squeda de la actualizaci&#243;n del concepto de pedagog&#237;a dial&#243;gica, esta investigaci&#243;n analiz&#243; las experiencias sociales de interacci&#243;n entre estudiantes y profesores de una universidad. Se efectu&#243; un estudio de casos m&#250;ltiples con docentes y estudiantes de dos programas de formaci&#243;n de maestros. Los resultados se&#241;alaron el alto valor atribuido a la amistad, creatividad y respeto mutuo, as&#237; como la preocupaci&#243;n con el desinter&#233;s de parte de los estudiantes. Entonces, se gener&#243; una hip&#243;tesis, involucrando tres ejes fundamentales de la interacci&#243;n entre los dos grupos: la negaci&#243;n de la capacidad cr&#237;tica de los estudiantes por sus profesores, adem&#225;s de las tendencias a culparse mutuamente por el fracaso y a desarrollar relaciones autoritarias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Democratização]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão social]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia dialógica]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Democratization]]></kwd>
<kwd lng="en"><![CDATA[Social inclusion]]></kwd>
<kwd lng="en"><![CDATA[Dialogical pedagogy]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Democratización]]></kwd>
<kwd lng="es"><![CDATA[Inclusión social]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía dialógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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