<?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>S1981-416x2021000100184</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.068.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem experiencial da docência universitária: desenvolvimento profissional de professores tutores no método Problem-Based Learning]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiential learning of university teaching: professional development of teacher tutors in the Problem-Based Learning method]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje experiencial de la enseñanza universitaria: desarrollo profesional de tutores docentes en el método de Aprendizaje Basado en Problemas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Jefferson da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[David Moisés Barreto dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabrício Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>68</numero>
<fpage>184</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000100184&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta resultados finais de pesquisa-formação, de abordagem qualitativa, realizada entre 2018 e 2019, que teve por objetivo geral compreender processos de aprendizagem profissional da docência, com ênfase na base de conhecimento para o ensino, de professores tutores que atuam no método Problem-Based Learning (PBL) de uma universidade pública, situada no interior do Estado da Bahia. Respaldamo-nos teoricamente em Shulman (2014), Mizukami (2004), Marcelo Garcia (2009), Imbernón (2010) e Nóvoa (2017). Os dados foram coletados por meio da análise e construção de casos de ensino, além da aplicação de um questionário junto aos colaboradores do processo formativo. A análise do corpus empírico esteve pautada em pressupostos da análise do conteúdo, do tipo temática, proposta por Bardin (1977). Os achados sinalizam que os processos de aprendizagem da docência dos colaboradores do estudo são marcados por diversos níveis de complexidade. Assim, a ausência de uma formação inicial no campo didático-pedagógico incide para que os tutores desenvolvam um exercício docente intuitivo, com parco domínio analítico dos pressupostos filosóficos, epistemológicos e pedagógicos concernentes às suas práticas. Constatamos que a base de conhecimento dos participantes é frágil no quesito conhecimento pedagógico geral. Dessa maneira, defende-se a necessidade da configuração de políticas e ações institucionais que busquem fomentar a consolidação da profissionalidade pedagógica desses profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents final results of research-training, with a qualitative approach, held between 2018 and 2019, whose general objective was to understand professional teaching learning processes, with emphasis on the knowledge base for teaching, of teacher-tutors who work on the Problem-Based Learning method (PBL) of a public university, located in the interior of the State of Bahia. We theoretically support ourselves in Shulman (2014), Mizukami (2004), Marcelo Garcia (2002), Imbernón (2010) and Nóvoa (2017). Data were collected through the analysis and construction of teaching cases, in addition to the application of a questionnaire to employees in the training process. The analysis of the empirical corpus was based on assumptions of content analysis, thematic type, proposed by Bardin (1977). The findings indicate that the learning processes of teaching staff in the study are marked by different levels of complexity. Thus, the absence of initial training in the didactic-pedagogical field affects the tutors to develop an intuitive teaching exercise, sparse analytical mastery of the philosophical, epistemological and pedagogical assumptions concerning their practices. We found that the participants' knowledge base is fragile in terms of general pedagogical knowledge. Thus, we point out the need to configure policies and institutional actions that seek to foster the consolidation of these professionals' pedagogical professionalism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados finales de la investigación formación, con un enfoque cualitativo, celebrada entre 2018 y 2019, cuyo objetivo general fue lo de comprender los procesos de aprendizaje de enseñanza profesional, con énfasis en la base de conocimiento para la enseñanza, de profesores-tutores que trabajan en el método de Aprendizaje basado en problemas (PBL) de una universidad pública, ubicada en el interior del Estado de Bahía. Nos apoyamos teóricamente Shulman (2014), Mizukami (2004), Marcelo Garcia (2002), Imbernón (2010) e Nóvoa (2017). Los datos se recopilaron mediante el análisis y la construcción de casos de enseñanza, además de la aplicación de un cuestionario a los participantes de la investigación formativa. El análisis del corpus empírico se basó en los paradigmas del análisis de contenido, del tipo temático, propuesto por Bardin (1977). Los resultados indican que los procesos de aprendizaje del personal docente en el estudio están marcados por diferentes niveles de complejidad. Por lo tanto, la ausencia de capacitación inicial en el campo didáctico-pedagógico significa que los tutores desarrollan un ejercicio de enseñanza intuitivo, con escaso dominio analítico de los supuestos filosóficos, epistemológicos y pedagógicos sobre sus prácticas. Descubrimos que la base de conocimiento de los participantes es frágil en términos de conocimiento pedagógico general. Así, señalamos la necesidad de configurar políticas y acciones institucionales que busquen fomentar la consolidación de la profesionalidad pedagógica de estos profesionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem da docência]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Base de conhecimento para o ensino]]></kwd>
<kwd lng="en"><![CDATA[Learning to teach]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Knowledge base for teaching]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Base de conocimiento para la enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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