<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432016000300023</article-id>
<article-id pub-id-type="doi">10.2015/01047043v25n472016023</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mestrados profissionais na área de educação e ensino]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional masters in the field of education and teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Maestrias profesionales en la área de educación y enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Clarilza Prado de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Placco]]></surname>
<given-names><![CDATA[Vera Maria de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[SP São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>25</volume>
<numero>47</numero>
<fpage>23</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432016000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432016000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432016000300023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto procura discutir dois dos desafios que programas de Mestrado Profissional (MP) enfrentam atualmente, para constituir uma identidade funcional que os distinga dos mestrados acad&#234;micos e mantenham a qualidade acad&#234;mica desej&#225;vel. Partimos do pressuposto que os MP t&#234;m um compromisso com um impacto mais preciso em rela&#231;&#227;o &#224; educa&#231;&#227;o b&#225;sica, respondendo &#224; sua realidade e demandas, e que sua proposi&#231;&#227;o deve estar alinhada com os resultados de uma pol&#237;tica voltada para a melhoria da qualidade do ensino. Assim, procura-se contribuir para o delineamento das necessidades e compromisso educacional que um MP deve atender. O primeiro desafio destes MP diz respeito &#224; interpreta&#231;&#227;o que t&#234;m feito das necessidades do contexto educacional para definir suas propostas. O segundo diz respeito &#224;s possibilidades de como formar o professor. Considerando os fundamentos consolidados da &#225;rea de forma&#231;&#227;o, &#233; poss&#237;vel ultrapassar as disputas entre comunidades epist&#234;micas, propondo uma forma&#231;&#227;o completa e complexa do profissional da educa&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The text discusses two of the challenges that Professional Master&#8217;s programs (PM) currently face. We assume that the PM have a commitment to a clear impact, regarding basic education, responding to its reality and demands, and that its proposal should be aligned with the results of a policy for improving the quality of education. So, we seek to contribute to the educational guidelines that a PM should commit. The first challenge of the PM concerns the interpretation that has been made of the needs of the educational context to define its proposals. The second challenge concerns the interpretation that has been done on how to form the teacher. The teacher education field considers the complexity of the professional practice of education and does not minimize their formation needs and conditions. To consider the consolidated basis of the education field, will allow to overcome the disputes between epistemic communities, each seeking to highlight their own perspective and knowledge, by proposing a complete and complex formation of the education professional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto analiza dos de los retos que los programas de Maestr&#237;as Profesionales (MP) enfrentan en la actualidad, para construir una identidad funcional que los distingua de las maestrias acad&#233;micas y mantenga la calidad acad&#233;mica deseable. Partimos del presupuesto que los MP tienen un compromiso con un impacto m&#225;s preciso con respecto a la educaci&#243;n b&#225;sica, en respuesta a su realidad y demandas, y que su propuesta debe estar alineada con los resultados de una pol&#237;tica de mejora de la calidad de la educaci&#243;n. De este modo, se busca contribuir al dise&#241;o de las necesidades y el compromiso educativo que debe cumplir un MP. El primer desaf&#237;o de los MP se refiere a la interpretaci&#243;n que han hecho de las necesidades del contexto educativo para definir sus propuestas. El segundo se refiere a las posibilidades de c&#243;mo formar el maestro. Teniendo en cuenta los fundamentos consolidados del area de formaci&#242;n, es posible superar los conflictos entre las comunidades epist&#233;micas, proponiendo una formaci&#243;n completa y compleja del profesional de la educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mestrado Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Formação]]></kwd>
<kwd lng="en"><![CDATA[Professional Master]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Theory of teacher Formation]]></kwd>
<kwd lng="es"><![CDATA[Maestría Profesional]]></kwd>
<kwd lng="es"><![CDATA[La Formación del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[La Teoria de la Formación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
