<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022017000100113</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201701158662</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pol&#237;ticas de forma&#231;&#227;o de professores(as) universit&#225;rios(as) em S&#227;o Paulo e Catalunha: tend&#234;ncias e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies for training university professors in Sao Paulo, Brazil and Catalonia, Spain: trends and challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Luciana Leandro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Campina Grande PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>113</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022017000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022017000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022017000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em um cen&#225;rio de intensas mudan&#231;as na educa&#231;&#227;o superior e o consequente aumento do interesse pela forma&#231;&#227;o de professores, a presente pesquisa se prop&#245;e a caracterizar as tend&#234;ncias que afetam as pol&#237;ticas de forma&#231;&#227;o de professores(as) universit&#225;rios(as) vigentes em universidades paulistas e catal&#227;s com rela&#231;&#227;o &#224;s diretrizes e recomenda&#231;&#245;es internacionais e regionais nesse &#226;mbito. A metodologia, baseada na complementariedade entre os enfoques qualitativo e quantitativo, consistiu no emprego de an&#225;lise documental, entrevistas com respons&#225;veis e especialistas, question&#225;rios e grupos focais. A an&#225;lise das informa&#231;&#245;es recolhidas e a compara&#231;&#227;o das iniciativas de forma&#231;&#227;o de docentes universit&#225;rios nesses dois contextos mostrou que a forma&#231;&#227;o docente tem sido impulsionada pelas reformas educativas vigentes, especialmente apoiadas na ideia de harmoniza&#231;&#227;o e constru&#231;&#227;o de espa&#231;os comuns de educa&#231;&#227;o superior, as quais, por um lado, provocam processos de reorienta&#231;&#227;o curricular em nome da qualidade, mas, por outro, amparam-se na responsabiliza&#231;&#227;o dos docentes pelos resultados dos estudantes e na precariza&#231;&#227;o da profiss&#227;o, por meio do aumento das demandas, diminui&#231;&#227;o do financiamento p&#250;blico e fragmenta&#231;&#227;o das atividades de pesquisa e ensino. A forma&#231;&#227;o, como campo em disputa, apresenta-se tanto como estrat&#233;gia de adapta&#231;&#227;o, quanto de impulso &#224; dimens&#227;o did&#225;tico-pedag&#243;gica e de profissionaliza&#231;&#227;o da doc&#234;ncia universit&#225;ria. Ante esses resultados, colocam-se alguns desafios como superar o reconhecimento desigual em rela&#231;&#227;o &#224; pesquisa e ao ensino, considerar as determina&#231;&#245;es do trabalho docente e ir al&#233;m das necessidades imediatas do mercado de trabalho, transcendendo o paradigma t&#233;cnico-instrumental das reformas neoliberais vigentes e fazendo da forma&#231;&#227;o uma possibilidade de contribuir para a profissionaliza&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract In the context of significant changes to higher education and the subsequent increase in interest about training teaching staff, the present research draws on international and regional guidelines and recommendations in this field to shed light on the trends that affect policies for training professors at universities in Sao Paulo and Catalonia. The methodology brings together qualitative and quantitative approaches and includes the use of documentary analysis, interviews with people in charge of training and specialists, questionnaires and focus groups. An analysis of the information collected and a comparison of the training initiatives in both contexts showed that training for professors has been driven by current educational reforms, which are supported by the idea of the harmonization and construction of common spaces in higher education. On the one hand, these changes can lead to restructuring curricula in the name of quality, but on the other hand, they require greater accountability for students&#8217; results on the part of professors and may lead to greater instability for the profession, by increasing demands, reducing public funding and fragmenting research and teaching activities. Training, as a disputed field, is both an adaptation strategy and a drive towards didactic-pedagogical improvements and the professionalization of university teaching. These results present certain challenges, including overcoming the unequal recognition given to research and teaching, defining the responsibilities involved in teaching and going beyond the immediate needs of the labor market, by transcending the technical-instrumental paradigm of current neoliberal reforms and ensuring that training contributes towards greater professionalism for professors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de formação]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Transnacionalização]]></kwd>
<kwd lng="en"><![CDATA[Training Policies]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Transnationalization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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