<?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>S1981-416x2022000301316</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência no Ensino Superior: quando ela faz a diferença na vida do aluno]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in Higher Education: when it makes a difference in the student's life]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Masetto]]></surname>
<given-names><![CDATA[Marcos Tarciso]]></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 SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1316</fpage>
<lpage>1338</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A sociedade tem passado por rápidas e constantes mudanças que desafiam os sujeitos que a compõem de modo geral e em especial aqueles formados no ensino superior. Isto impacta de forma direta a formação oferecida a esses alunos no ensino superior. Em decorrência disso, tem-se exigido uma nova postura, profissionalidade e respostas dos docentes do magistério superior. Tal fato traz a reboque a questão sobre como os docentes do ensino superior podem fazer a diferença para a formação pessoal, profissional e social dos alunos universitários. Para tanto, este artigo objetiva documentar e socializar com docentes universitários, a trajetória percorrida por um professor do ensino superior na busca de se tornar um professor significativo para seus alunos e, desta forma, fazer a diferença em suas vidas. Emprega-se, com esse intuito, a metodologia baseada em História de Vida alicerçada em Josso (2007). Recorre-se, entre outros, a Masetto (1992, 2003, 2010, 2015, 2018) Carl Rogers (1972) Sacristán e Pérez Gómes (1996), Sacristán (2000) e Perrenoud (2002) para recompor essa trajetória. Trata-se de uma (re)constituição temporal de uma experiência de docência no ensino superior que foi vivenciada durante quarenta anos e recompõe as vivências, as pesquisas e os conhecimentos produzidos para a construção de um professor significativo. Apresenta como resultado tais imagens do passado e presente instrumentalizando-as para projetar o futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Society has undergone rapid and constant changes that challenge the subjects that compose it in general and, in particular, those graduated in higher education. This directly impacts the training offered to these students in higher education. As a result, a new attitude, professionalism and responses from higher education teachers have been demanded. This fact raises the question of how higher education professors can make a difference to the personal, professional and social formation of university students. Therefore, this article aims to document and socialize with university professors, the path taken by a higher education professor in the quest to become a meaningful teacher for his students and, in this way, make a difference in their lives. For this purpose, a methodology based on Life History based on Josso (2007) is used. Among others, Masetto (1992, 2003, 2010, 2015, 2018) Carl Rogers (1972) Sacristán and Pérez Gómes (1996), Sacristán (2000) and Perrenoud (2002) are used to reconstruct this trajectory. It is a temporal (re)constitution of a teaching experience in higher education that was lived for forty years and recomposes the experiences, research and knowledge produced for the construction of a meaningful teacher. It presents as a result such images of the past and present, using them to project the future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La sociedad ha sufrido cambios rápidos y constantes que desafían a los sujetos que la componen en general y, en particular, a quienes se forman en la educación superior. Esto impacta directamente en la formación que se ofrece a estos estudiantes en la educación superior. Como resultado, se ha exigido una nueva actitud, profesionalismo y respuestas de los docentes de educación superior. Este hecho plantea la pregunta de cómo los profesores de educación superior pueden marcar la diferencia en la formación personal, profesional y social de los estudiantes universitarios. Por lo tanto, este artículo tiene como objetivo documentar y socializar con profesores universitarios, el camino recorrido por un profesor de educación superior en la búsqueda de convertirse en un docente significativo para sus alumnos y, de esta manera, hacer una diferencia en sus vidas. Para ello se utiliza una metodología basada en la Historia de Vida basada en Josso (2007). Entre otros, se utilizan Masetto (1992, 2003, 2010, 2015, 2018) Carl Rogers (1972) Sacristán y Pérez Gómes (1996), Sacristán (2000) y Perrenoud (2002) para reconstruir esta trayectoria. Es una (re)constitución temporal de una experiencia docente en la educación superior vivida durante cuarenta años y recompone las experiencias, investigaciones y saberes producidos para la construcción de un docente significativo. Presenta como resultado tales imágenes del pasado y del presente, utilizándolas para proyectar el futuro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente e mudança]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária significativa]]></kwd>
<kwd lng="pt"><![CDATA[Professor reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[História de vida]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[Teacher education and change]]></kwd>
<kwd lng="en"><![CDATA[Significant university teaching]]></kwd>
<kwd lng="en"><![CDATA[Reflective teacher]]></kwd>
<kwd lng="en"><![CDATA[Life's history]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="es"><![CDATA[Formación y cambio del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria significativa]]></kwd>
<kwd lng="es"><![CDATA[Profesor reflexivo]]></kwd>
<kwd lng="es"><![CDATA[Historia de vida]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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