<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000300071</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.47203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação ensino-aprendizagem da docência: traços da Pedagogia de Paulo Freire no Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching-learning correlation at the university: aspects of Freirean Pedagogy in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Socorro Lucena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[Maria Margarete Sampaio de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,socorro_lucena@uol.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,margaretesamp@yahoo.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</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>00</volume>
<numero>61</numero>
<fpage>71</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de contribuir com o debate sobre a doc&#234;ncia no Ensino Superior, compreendendo-a como fen&#244;meno educativo concreto e historicamente situado, o artigo aponta elementos para uma pr&#225;xis dial&#243;gica na forma&#231;&#227;o do professor universit&#225;rio. Recorre &#224; pesquisa bibliogr&#225;fica e ao estudo qualitativo de natureza explorat&#243;ria para refletir sobre o Est&#225;gio de Doc&#234;ncia com &#226;ncora nos aportes te&#243;ricos de Lima (2002, 2015), Pimenta (2002, 2006), Ghedin (2010), Freitas (2016) e da Pedagogia de Paulo Freire. O reconhecimento das contradi&#231;&#245;es inerentes ao contexto pol&#237;tico e sua influ&#234;ncia na forma&#231;&#227;o para a doc&#234;ncia no espa&#231;o-tempo da universidade indica a pesquisa como princ&#237;pio formativo e ato de conhecimento mediador do contato e da reflex&#227;o com e sobre a realidade da sala de aula na universidade, com vistas a compreender e objetivar a&#231;&#245;es e rela&#231;&#245;es autenticamente formadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores some aspects of dialogical practices in the education of university professors. It seeks to contribute to the debate on teaching practices in Higher Education, understood as a historically-situated concrete fact. This has been done through an analsys of Teaching Internships based on qualitative research and on the works of Lima (2002, 2015), Pimenta (2002, 2006), Ghedin (2010), Freitas (2016) and Paulo Freire's Pedagogy. Recognizing both the contradictions inherent to political contexts and their influence on the day-to-day education of teachers indicates research as a formative principle and as an understanding act capable of intermediating approaches and considerations towards the realities of university classrooms experience. Thus, research was aimed at understanding and realizing actions and relationships that are truly educational.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[relação ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estágio de Docência]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia de Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning correlation]]></kwd>
<kwd lng="en"><![CDATA[University Teaching Internships]]></kwd>
<kwd lng="en"><![CDATA[Freirean Pedagogy.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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