<?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>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772016000300006</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772016000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relevância do processo de autoavaliação institucional da universidade tecnológica para a configuração do bom professor]]></article-title>
<article-title xml:lang="en"><![CDATA[The relevance of institutional self-evaluation process in the technological university for defining the good professor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastos]]></surname>
<given-names><![CDATA[Carmen Célia Barradas Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rovaris]]></surname>
<given-names><![CDATA[Nelci Aparecida Zanette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Medianeira PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>767</fpage>
<lpage>781</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772016000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772016000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772016000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O objetivo deste artigo &#233; apresentar discuss&#245;es sobre concep&#231;&#245;es de bom professor universit&#225;rio a partir dos resultados dos processos da Autoavalia&#231;&#227;o Institucional em uma Universidade Tecnol&#243;gica Federal Paranaense. O estudo apresentado faz parte da disserta&#231;&#227;o de Mestrado em Educa&#231;&#227;o, do Programa de Mestrado em Educa&#231;&#227;o da Universidade Estadual do Oeste do Paran&#225; -UNIOESTE, Campus de Cascavel e tem como objetivo revelar como os dados/resultados de um processo de autoavalia&#231;&#227;o institucional da Universidade Tecnol&#243;gica podem colaborar na configura&#231;&#227;o do bom professor. Entremeadas na constru&#231;&#227;o hist&#243;rica do conceito de bom professor e de bom ensino apresentam-se discuss&#245;es sobre a avalia&#231;&#227;o institucional, um dos prop&#243;sitos deste trabalho, que lan&#231;a um olhar na perspectiva de desvelar a Autoavalia&#231;&#227;o Institucional como uma ferramenta capaz de proporcionar elementos de interven&#231;&#227;o pedag&#243;gica para a constitui&#231;&#227;o de melhores condi&#231;&#245;es de ensino e aprendizagem na universidade. Nesse contexto, pergunta-se: Como os dados/resultados do processo de Autoavalia&#231;&#227;o Institucional podem colaborar na configura&#231;&#227;o de um bom professor universit&#225;rio? Como referenciais te&#243;ricos sobre Avalia&#231;&#227;o Institucional utilizaram-se as ideias de Dias Sobrinho (1995, 2010), Belloni (1996), Cunha (2005), Sim&#245;es (2000), dentre outros te&#243;ricos. Como resultado deste trabalho infere-se que a Autoavalia&#231;&#227;o Institucional na concep&#231;&#227;o formativa possibilita enxergar e engendrar v&#225;rios caminhos para consolidar a&#231;&#245;es de melhoria do ensino, de forma&#231;&#227;o de professores que levem &#224; profissionaliza&#231;&#227;o do professor universit&#225;rio e na configura&#231;&#227;o do bom professor, em especial, da Educa&#231;&#227;o Profissional e Tecnol&#243;gica Universit&#225;ria. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this paper is to present concepts of good discussions about university professors from the results of an Institutional Self-evaluation process in a Federal Technological University of Paran&#225;. This study is part of the dissertation of Master of Education, presented in the Master's in Education Program at the State University of West Paran&#225; - UNIOESTE, Campus Cascavel, and aims at to reveal how the data / results from an institutional self-evaluation process of the technology university can collaborate for defining a good professor. Interspersed in the historical construction of the concept of a good professor and good teaching discussions on institutional assessment are presented, one of the purposes of this study, which tries unveiling the Institutional Self-Assessment as a successful tool for providing elements of pedagogical intervention for getting better conditions for teaching and learning in universities. Therefore, the question is: How can data / results of the Institutional Self-Assessment process collaborate for defining a good professor? As theoretical reference on Institutional Self-evaluation were taken the ideas of Dias Sobrinho (1995, 2010), Belloni (1996), Cunha (2005), Sim&#245;es (2000), among other authors. As a result of this work it can be noticed that the Institutional Self-evaluation in formative conception enables seeing and devise several ways to consolidate actions for improvement of education, professor training leading to the professionalization of the university professor and defining the good professor, in particular, in the professional and technological University education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoavaliação institucional]]></kwd>
<kwd lng="pt"><![CDATA[Bom professor]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher institutional self-evaluation]]></kwd>
<kwd lng="en"><![CDATA[Good professor]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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