<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822018000200250</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.2.27594</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desafio da mobilização institucional na formação docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The challenge of institutional's mobilisation on teacher's formation]]></article-title>
<article-title xml:lang="es"><![CDATA[El desafío de la movilización institucional en la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spricigo]]></surname>
<given-names><![CDATA[Cinthia Bitencourt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manffra]]></surname>
<given-names><![CDATA[Elisangela Ferretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vosgerau]]></surname>
<given-names><![CDATA[Dilmeire Sant'anna Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná PUCPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,PUCPR Centro de Ensino e Aprendizagem Programa de Pós-Graduação em Tecnologia em Saúde]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,PUCPR Centro de Ensino e Aprendizagem Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>41</volume>
<numero>2</numero>
<fpage>250</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000200250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000200250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000200250&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A promoção do desenvolvimento profissional de professores é um desafio para as instituições de ensino superior que buscam a excelência na qualidade de ensino. Dentre os entraves está a dificuldade em equilibrar as necessidades individuais e institucionais, assim como envolver não apenas os professores, mas também colaboradores, gestores e estudantes. Este estudo de caso tem por objetivo examinar o desafio da mobilização institucional na formação docente a partir da atuação do setor responsável por essas estratégias no âmbito de uma universidade comunitária confessional, adotando como referencial teórico para análise Zabalza (2004), Saroyan e Amundsen (2004), Cunha (2010) e Veiga et al. (2012). Estuda-se como o processo de criação e consolidação do Centro de Ensino e Aprendizagem (2014-2016) ocorreu, contemplando o contexto de origem, a articulação administrativa e as características do programa de formação instituído. Destacam-se, dentre as medidas tomadas para engajar e legitimar as ações, a adoção de diversas frentes de atuação simultâneas, o reconhecimento às boas práticas docentes e o incentivo ao compartilhamento de experiências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The furtherance of teacher's professional development is a challenge for higher education institutes which aim for teaching excellence. Among the hindrances, there is the difficulty of balance between individual and institutional's needs as well involving not only professors but also collaborators, managers and students. Therefore, this case study discusses the challenge of institutional's mobilisation on teacher's formation. The scope evaluated is the responsible department for teacher's formation strategies on a private higher education institution. The chosen department is the Centro de Ensino e Aprendizagem (2014-2016) where happened the creation and consolidation process of this strategies. Contemplated in this case study are: original context, administrative articulation and characteristics of the established formation program. Among the measures taken to involve and to legitimate actions, it is possible to highlight the take-up of a diverse simultaneous acting front, the recognition of good teaching practices and the incentive to experience sharing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La promoción del desarrollo profesional de profesores es un desafío para las instituciones de Educación Superior que buscan la excelencia en calidad de enseñanza. De entre los obstáculos está la dificultad en equilibrar las necesidades individuales e institucionales, así como involucrar no sólo los profesores, sino también colaboradores, administradores y estudiantes. Este estudio de caso tiene por objetivo examinar el desafío de la movilización institucional en la formación docente a partir de la actuación del sector responsable por esas estrategias en el ámbito de una universidad comunitaria confesional, adoptándose como referencial teórico para análisis Zabalza (2004), Saroyan y Amundsen (2004), Cunha (2010) y Veiga et al. (2012). Se estudia como ocurrió el proceso de creación y consolidación del Centro de Enseñanza y Aprendizaje (2014-2016) contemplándose el contexto de origen, la articulación administrativa y las características del programa de formación instituido. De todas las acciones tomadas para comprometer y legitimar los actos se señalan la adopción de distintos frentes de actuaciones simultáneas, el reconocimiento a las buenas prácticas docentes y el incentivo al compartir de experiencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Professor universitário]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Faculty development]]></kwd>
<kwd lng="en"><![CDATA[University professor]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Profesor universitario]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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