<?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>S1981-416x2015000100197</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.15.044.AO01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Climas de formação: construção de um quadro conceitual adequado ao estudo da formação de profissionais na educação superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Education climates: construction of a conceptual framework suitable to study the training of professionals in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Climas de formación: construcción de un cuadro conceptual adecuado al estudio de la formación de profesionales en la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dotta]]></surname>
<given-names><![CDATA[Leanete Thomas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Amélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e Ciências da Educação Centro de Investigação e Intervenção Educativas]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>15</volume>
<numero>44</numero>
<fpage>197</fpage>
<lpage>221</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2015000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2015000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2015000100197&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As fortes mudan&#231;as que t&#234;m ocorrido em rela&#231;&#227;o &#224; educa&#231;&#227;o superior - nomeadamente a insist&#234;ncia na relev&#226;ncia social da forma&#231;&#227;o para a atividade profissional e o emprego - t&#234;m resultado numa maior import&#226;ncia dada aos ambientes de forma&#231;&#227;o. A ideia orientadora &#233; a de que a aprendizagem efetiva depende tamb&#233;m de um conjunto de oportunidades de aprendizagem que v&#227;o para al&#233;m do que o professor possa fornecer aos estudantes numa aula. As denomina&#231;&#245;es adotadas e os conceitos utilizados para o estudo desses ambientes s&#227;o diversos - "clima organizacional", "cultura organizacional", "clima de escola", "cultura espist&#234;mica", "paisagem do conhecimento profissional", entre outros - e captam, cada um &#224; sua maneira, aspectos parciais do campo em estudo. Tomando como ponto de partida uma revis&#227;o de literatura sobre os referidos conceitos e o estabelecimento de rela&#231;&#245;es entre eles, pretende-se apresentar um quadro te&#243;rico-conceitual que denominamos "Climas de forma&#231;&#227;o profissional", que tem o potencial de fornecer elementos para uma an&#225;lise sist&#234;mico-ecol&#243;gica das complexidades inerentes aos processos formativos de profissionais na educa&#231;&#227;o superior, independente da &#225;rea de forma&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The strong changes which occurred in higher education - namely the insistence on social relevance of training's social relevance towards employment and professional activity - resulted in the growing importance of training environments. The guiding idea is that effective learning also depends on a series of learning opportunities that are beyond what a teacher can offer his students in a classroom. The adopted denominations and utilized concepts are many, - "organizational climate", "organizational culture", "school climate", "epistemic culture", "professional knowledge landscape", among others - and each captures, in its own way, partial aspects of the study field. Starting from reviewing literature about said concepts and establishing relationships between them, we intend to present a theoretical-conceptual frame that we call "Professional Training Climates", which has the potential to provide elements towards a systemic-ecological analysis of the complexities inherent to the formative processes of professionals in higher education regardless of their professional field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Los fuertes cambios que han ocurrido en relaci&#243;n a la educaci&#243;n superior - expresamente la insistencia en la relevancia social de la formaci&#243;n para la actividad profesional y el empleo - tienen resultado en una mayor importancia dada a los ambientes de formaci&#243;n. La idea orientadora es a de que el aprendizaje efectivo depende tambi&#233;n de un conjunto de oportunidades de aprendizaje que van hacia adem&#225;s de lo que el profesor pueda suministrar a los estudiantes en una clase. Las denominaciones adoptadas y los conceptos utilizados para el estudio de esos ambientes son diversos - "clima organizacional", "cultura organizacional", "clima de escuela", "cultura epist&#234;mica", "paisaje del conocimiento profesional", entre otros - y captan, cada uno a la su manera, aspectos parciales del campo en estudio. Tomando como punto de partida una revisi&#243;n de literatura sobre los referidos conceptos y el establecimiento de relaciones entre ellos, se pretende presentar un cuadro te&#243;rico-conceptual que denominamos "Climas de formaci&#243;n profesional" que tiene el potencial de suministrar elementos para un an&#225;lisis sistem&#225;tico-ecol&#243;gica de las complejidades inherentes a los procesos formativos de profesionales en la educaci&#243;n superior, independiente del &#225;rea de formaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Climas de Formação de Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Clima e Cultura Organizacional]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Epistêmica]]></kwd>
<kwd lng="pt"><![CDATA[Paisagens do Conhecimento Profissional]]></kwd>
<kwd lng="en"><![CDATA[Professional Education Climate]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Organizational Climate and Organizational Culture. Epistemic Culture]]></kwd>
<kwd lng="en"><![CDATA[Professional Knowledge Landscapes]]></kwd>
<kwd lng="es"><![CDATA[Climas de Formación de Profesional]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Clima y Cultura Organizacional]]></kwd>
<kwd lng="es"><![CDATA[Cultura Epistémica]]></kwd>
<kwd lng="es"><![CDATA[Paisajes del Conocimiento Profesional]]></kwd>
</kwd-group>
</article-meta>
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