<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762023000100322</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e55946</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios para reinventar a formação dos docentes universitários para o século XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges to reinventing the formation of university teachers for the 21st century]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos para reinventar la formación de profesores universitarios para el siglo XXI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MASETTO]]></surname>
<given-names><![CDATA[Marcos T.]]></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[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de refletir sobre os desafios para a formação de docentes universitários neste século, chamaram nossa atenção programas alternativos desta formação, organizados a partir de paradigmas curriculares inovadores para atender às necessidades da sociedade contemporânea. Este artigo se propõe resgatar alguns destes projetos curriculares e analisar seus programas de formação de professores, que poderão nos apresentar pistas para a reinvenção da formação de docentes universitários para o século XXI. A metodologia de pesquisa se pauta por uma abordagem qualitativa, porquanto buscamos nestes projetos sua intencionalidade, contextualização, o significado de novas atitudes e relacionamentos entre os sujeitos desse currículo (professor e aluno). Realiza -se através de análise bibliográfica e documental, de quatro diferentes projetos curriculares inovadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Aiming to reflect on the challenges for the formation of university professors in this century, alternative programs for this formation came to our attention, organized based on innovative curricular paradigms to meet the needs of contemporary society. This article intends to describe some of these curricular projects and analyze their teacher education programs, which may present us with clues for the reinvention of university teacher education for the 21st century. The research methodology is guided by a qualitative approach, as we seek in these projects their intentionality, contextualization, the meaning of new attitudes and relationships between the subjects of this curriculum (teacher and student). It is carried out through bibliography and document analysis of four different innovative curricular projects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el objetivo de reflexionar sobre los desafíos para la formación de profesores universitarios en este siglo, llamaron nuestra atención programas alternativos para esta formación, organizados en base a paradigmas curriculares innovadores para satisfacer las necesidades de la sociedad contemporánea. Este artículo pretende rescatar algunos de estos proyectos curriculares y analizar sus programas de formación docente, que pueden presentarnos pistas para la reinvención de la formación docente universitaria para el siglo XXI. La metodología de la investigación se guía por un enfoque cualitativo, pues buscamos en estos proyectos su intencionalidad, contextualización, el significado de nuevas actitudes y relaciones entre los sujetos de este currículo (docente y alumno). Se lleva a cabo mediante el análisis bibliográfico y documental de cuatro proyectos curriculares innovadores diferentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[sociedade do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[currículos inovadores]]></kwd>
<kwd lng="pt"><![CDATA[docência no ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[formação de docentes]]></kwd>
<kwd lng="en"><![CDATA[knowledge society]]></kwd>
<kwd lng="en"><![CDATA[innovative curricula]]></kwd>
<kwd lng="en"><![CDATA[teaching in higher education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[sociedad del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[currículos innovadores]]></kwd>
<kwd lng="es"><![CDATA[docencia en educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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