<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2013000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores: a construção da docência e da atividade pedagógica na Educação Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolzan]]></surname>
<given-names><![CDATA[Doris Pires Vargas]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isaia]]></surname>
<given-names><![CDATA[Silvia Maria de Aguiar]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Adriana Moreira da Rocha]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>38</numero>
<fpage>49</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo foi produzido a partir de uma rede investigativa que tem como elos a interlocução entre grupos de pesquisa diante dos estudos que desenvolvem. O GPFOPE, o GTFORMA e o KOSMOS, preocupados em contribuir para a área da formação de professores, têm produzido aportes para a implementação e o aprimoramento de políticas educativas e institucionais, tendo em vista a qualificação de cursos presenciais e a distância. O propósito desta reflexão é oferecer alternativas para repensar os processos formativos promovidos pelas IES e sua repercussão na organização das atividades pedagógicas que desenvolvem. Nesse sentido, consideramos que o foco da formação de professores não pode estar restrito a pensar e discutir a organização do ensino e seus desdobramentos, mas antes de tudo está em mobilizar os sujeitos a continuarem aprendendo nos diferentes contextos de atuação. Isso inclui refletir na e sobre a prática pedagógica, compreender os problemas do ensino, analisar os currículos, reconhecer a influência dos materiais didáticos nas escolhas pedagógicas, socializar as construções e troca de experiências, de modo a avançar em direção a novas aprendizagens, num constante exercício de prática reflexiva, colaborativa e coletiva. Trata-se de um processo caracterizado por tensões e desafios em contextos desconhecidos, nos quais os formadores buscam equilíbrio profissional. Para que isso ocorra, precisam conscientizar-se de que são sujeitos em permanente evolução e desenvolvimento profissional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article has been produced from an investigative network which is linked to the interlocution between research groups in relation to the studies they develop. GPFOPE, GTFORMA and KOSMOS groups, in quest of contributing for the area of teacher formation, have produced contributions for implementing and improving educational and institutional policies, seeking the qualification of classroom and distance learning courses. The purpose of this reflection is to offer alternatives to rethink the formation processes promoted by the IES and their repercussion in the organization of the pedagogical activities they develop. In this sense, we consider that the focus of teacher formation cannot be restrict to thinking and discussing the organization of teaching and its divisions but, most of all, it is to mobilize the subjects to continue learning in the different contexts of activity. This includes reflecting upon and about the pedagogical practice, understanding the problems within the teaching, analyzing curriculums, recognizing the influence of the didactic materials in the pedagogical choices, socializing the constructions and experiences exchange in order to advance in direction to new learning, within a constant exercise of reflexive, collaborative and collective practice. It is about a process that is characterized by tensions and challenges in unknown contexts in which the trainers seek professional balance. So that it happens, teachers need to be conscious that they are subjects in permanent evolution and professional development of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem da Docência]]></kwd>
<kwd lng="pt"><![CDATA[Processos Formativos]]></kwd>
<kwd lng="pt"><![CDATA[Atividades Pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Teaching Learning]]></kwd>
<kwd lng="en"><![CDATA[Formation Processes]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Activities]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o de professores: a constru&ccedil;&atilde;o da doc&ecirc;ncia e da  atividade pedag&oacute;gica na Educa&ccedil;&atilde;o Superior.</h2> <h3>Teacher formation:  the construction of teaching and pedagogical activity in Higher Education.</h3>     <p>&nbsp;</p> <h4>Doris Pires Vargas Bolzan, Silvia Maria de Aguiar Isaia,  Adriana Moreira da Rocha Maciel    <br> </h4> </font>      ]]></body><back>
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