<?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>S0104-70432016000300037</article-id>
<article-id pub-id-type="doi">10.2015/01047043v25n472016037</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tutoria acadêmica no mestrado profissional: um aprendizado compartilhado]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic tutorship in a profesional master course: shared learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Tutoría académica en un curso de maestría profesional: um aprendizaje compartido]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Rodnei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Príncepe]]></surname>
<given-names><![CDATA[Lisandra Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aranha]]></surname>
<given-names><![CDATA[Elvira Godinho]]></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[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdade do Educador  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</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>37</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432016000300037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432016000300037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432016000300037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto discute a tutoria acad&#234;mica, atividade que faz parte da proposta curricular do Mestrado Profissional: Forma&#231;&#227;o de Formadores, da Pontif&#237;cia Universidade Cat&#243;lica de S&#227;o Paulo. Os tutores s&#227;o doutorandos dos Programas de Educa&#231;&#227;o da mesma Universidade. Por dois semestres, os tutores, com supervis&#227;o da coordena&#231;&#227;o do curso, acompanham os mestrandos no processo de desenvolvimento do seu trabalho final de Mestrado. Com o objetivo de analisar os significados que alunos e tutores atribuem &#224; tutoria acad&#234;mica, optou-se pela metodologia dos N&#250;cleos de Significa&#231;&#227;o (AGUIAR; OZELLA, 2006, 2013). Para a coleta de dados, utilizou-se um question&#225;rio contendo tr&#234;s perguntas abertas que foi encaminhado, via Google Docs, para 116 alunos e 13 tutores que participaram da tutoria nos anos 2013, 2014 e 2015. Um total de 45 discentes e todos os tutores preencheram o instrumento. Os resultados apontaram que a tutoria se constituiu num espa&#231;o de aprendizagem que possibilitou o desenvolvimento profissional para ambos os p&#250;blicos. Essa atividade tem contribu&#237;do positivamente tanto para a forma&#231;&#227;o de novos pesquisadores quanto de docentes e orientadores para a educa&#231;&#227;o superior. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This paper discusses the academic tutorship, which is part of the curriculum in the Master Professional Course for Teacher Educators in the Pontifical Catholic University of S&#227;o Paulo. Tutors are doctoral students in education at the same university. For two semesters, supervised by the head of the course, the tutors guide the graduate students to develop their final work of Master. In order to analyze the meanings that students and tutors attach to academic tutorship, we adopted the methodology of Meaning Nuclei (AGUIAR; OZELLA, 2006, 2013). To collect data, we used a questionnaire with three open questions that was sent via Google Docs to 116 students and 13 tutors who were involved in the tutorship in the years 2013, 2014 and 2015. A total of 45 students and all tutors filled the instrument. The results showed that tutorship is a learning space that enabled professional development for both audiences. This activity has contributed positively to both the learning and training of new researchers, as well as of prospective higher education teachers and advisers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto analiza la tutor&#237;a acad&#233;mica, que es parte de la propuesta curricular de la Maestr&#237;a Profesional: Formaci&#243;n de Formadores, en la Universidad Cat&#243;lica de Sao Paulo. Los tutores son estudiantes de doctorado de los programas de educaci&#243;n de la misma universidad. Durante dos semestres, tutores, bajo la supervisi&#243;n de la coordinaci&#243;n del curso, acompa&#241;an los estudiantes graduados en el proceso de desarrollo de su trabajo final de Maestria. Con el fin de analizar los significados que los estudiantes y profesores atribuyen a la tutor&#237;a acad&#233;mica, usamos la metodolog&#237;a de N&#250;cleos de Significaci&#243;n (AGUIAR; OZELLA, 2006, 2013). Para recopilar los datos, se utiliz&#243; un cuestionario con tres preguntas abiertas que se enviaran a trav&#233;s de Google Docs a 116 estudiantes y 13 profesores que participaron en la tutor&#237;a en los a&#241;os 2013, 2014 y 2015. Un total de 45 estudiantes y todos los tutores contestaron el instrumento. Los resultados mostraron que la tutor&#237;a constituye un espacio de aprendizaje que permiti&#243; el desarrollo profesional, para todos, estudiantes y tutores. Esta actividad ha contribuido de forma positiva tanto para el aprendizaje y la formaci&#243;n de nuevos investigadores, como para la formaci&#243;n de futuros maestros para la educaci&#243;n superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Tutoria Acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Compartilhada]]></kwd>
<kwd lng="pt"><![CDATA[Núcleo de Significação]]></kwd>
<kwd lng="en"><![CDATA[Academic Culture]]></kwd>
<kwd lng="en"><![CDATA[Academic Tutorship]]></kwd>
<kwd lng="en"><![CDATA[Shared Learning]]></kwd>
<kwd lng="en"><![CDATA[Meaning Nuclei]]></kwd>
<kwd lng="es"><![CDATA[Cultura Académica]]></kwd>
<kwd lng="es"><![CDATA[Tutoría Académica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Compartido]]></kwd>
<kwd lng="es"><![CDATA[Núcleo de Significación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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