<?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>S1981-416x2017000300823</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mestrado profissional e mestrado acadêmico: aproximações e diferenças]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional and Academic Master Courses: approximations and differences]]></article-title>
<article-title xml:lang="es"><![CDATA[Master Profesional y Master Académico: aproximaciónes y diferencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andre]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></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[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>823</fpage>
<lpage>841</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300823&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300823&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300823&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto discute uma proposta de formação de profissionais da educação básica. Toma como pano de fundo alguns desafios enfrentados na formação dos mestrandos que buscam o Programa de Mestrado Profissional em Educação: Formação de Formadores, da PUC SP. O intuito do curso é criar condições para o desenvolvimento de sujeitos críticos, reflexivos, analistas simbólicos da realidade e implementadores de mudanças que concorram para uma educação de qualidade destinada às crianças e jovens da escola básica. A proposta curricular está centrada em disciplinas e atividades que visam articular a pesquisa e a prática pedagógica, o que provocou, por parte dos professores do programa, um questionamento sobre o que caracteriza a pesquisa no mestrado profissional e em que medida se distingue da pesquisa no mestrado acadêmico. Vários autores estrangeiros, como Stenhouse, Elliot, Tripp, Lerner que discutem a pesquisa e a intervenção na escola e na sala de aula foram revisitados. Propostas de autores brasileiros como Lüdke e Gatti também foram retomadas para ajudar a esclarecer as dúvidas. Constatou-se que a diferenças fundamental encontra-se no objeto de estudo, um tem como referência a prática profissional, o outro, o avanço do conhecimento. O ponto de aproximação entre a pesquisa acadêmica e a pesquisa da prática é o rigor teórico-metodológico: ambas exigem planejamento, controle e sistematização do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The paper discusses a proposal for professional training of basic educators. It takes as a background some challenges faced in the education of graduate students following a Professional Master&#8217;s Program in Education: Education of Teacher Educators in the Catholic University of Saint Paul. The course objective is to create conditions for the development of critical, reflective, symbolic analysts of reality and change makers that can contribute to a good education to children and youth in basic school. The proposed curriculum focuses on courses and activities intended to connect research and pedagogical practice, which led to a question: what characterizes research in the professional master&#8217;s degree and to what extent it is different from research in academic master. Several foreign authors, such as Stenhouse, Elliot, Tripp, Lerner who discuss research and intervention at school and in the classroom were revisited. Brazilian authors such as Lüdke and Gatti were also reviewed to help answer the question. It was found that the main difference lies in the focus of the study: in one the reference is the professional practice, in the other the focus is in the advancement of knowledge. The common point between academic and practice research is theoretical and methodological rigor: both require planning, control and knowledge systematization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute una propuesta para la formación profesional de educadores de la educación básica. Se toma como un fondo algunos retos en la formación de los estudiantes de postgrado que buscan el Master Profesional en Educación: Formación de formadores, en la PUC SP. El objetivo del programa es crear condiciones para el desarrollo de profesionales críticos, reflexivos, analistas simbólicos de la realidad y ejecutores de los cambios que contribuyen a una educación de calidad a los niños y jóvenes de educación básica. El plan de estudios propuesto se centra en cursos y actividades dirigidas a la articulación entre investigación y la práctica pedagógica, lo que llevó, los profesores del programa, a una cuestión sobre el que caracteriza la investigación en el máster profesional y en qué medida se distingue de la investigación en el master académico. Varios autores extranjeros, como Stenhouse, Elliot, Tripp, Lerner que discuten la investigación y la intervención en la escuela y en el aula fueron revisados. Las propuestas de los autores brasileños como Lüdke y Gatti también se incorporaron a ayudar a responder la pregunta. Se encontró que la diferencia fundamental radica en el objeto de estudio, uno tiene como referencia la práctica profesional, el otro el avanzo del conocimiento. El punto de aproximación entre la investigación académica y la práctica es el rigor teórico y metodológico: ambos requieren planificación, control y sistematización del conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mestrado profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa da prática pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Professional Master]]></kwd>
<kwd lng="en"><![CDATA[Education trainning]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Research on Pedagogic Practice]]></kwd>
<kwd lng="es"><![CDATA[Master profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[Investigación práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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