<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100134</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14702</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SABERES E PRÁTICAS DOCENTES NO PROCESSO DE ENSINO-APRENDIZAGEM EM ADMINISTRAÇÃO: UMA REVISÃO DE ESCOPO]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL KNOWLEDGE AND PRACTICES IN THE BUSINESS MANAGEMENT TEACHING-LEARNING PROCESS: A SCOPING REVIEW]]></article-title>
<article-title xml:lang="es"><![CDATA[CONOCIMIENTOS Y PRÁCTICAS DE LOS DOCENTES EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE EN ADMINISTRACIÓN: UNA REVISIÓN DEL ALCANCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Junior]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Cléria Donizete da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sadocco]]></surname>
<given-names><![CDATA[Rafael Rodolfo Sartorelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz]]></surname>
<given-names><![CDATA[Iasmin Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Escola Superior de Propaganda e Marketing  ]]></institution>
<addr-line><![CDATA[? São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras Minas Gerais]]></addr-line>
<country>Brasil</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>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo buscou-se verificar como a literatura científica tem tratado os saberes que são articulados nas práticas docentes, em um contexto de ensino-aprendizagem em Administração. Tendo em vista tal objetivo, recorreu-se à revisão de escopo de seis artigos científicos, publicados em língua inglesa entre os anos de 1997 e 2018 em periódicos internacionais. Como resultado principal, identificaram-se sete saberes relacionados à avaliação, ao ensino, à estruturação curricular e definição de conteúdo, à política, à interpretação de papéis, ao contexto cultural e à simulação organizacional como estratégia de ensino. Esses saberes, mesmo aqueles suportados pelos conhecimentos didático-pedagógicos, são atravessados pelos saberes que os professores de administração constroem durante sua trajetória de vida, influenciando a forma como são articulados. O artigo contribui teoricamente ao evidenciar que esses saberes, ao serem articulados nas práticas dos professores de administração, são influenciados por seus interesses, o que configura brechas para estudos empíricos que considerem essas categorias de análise.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article sought to verify how the literature has treated knowledge articulated in teaching practices in the context of teaching and learning in Management. To this end, this study consists of a scoping review of six scientific articles published in English between 1997 and 2018 in international journals. The results indicate seven knowledge articulated to teaching practices, namely evaluation, teaching, curriculum structuring and content definition, politics, role interpretation, cultural context, and organizational simulation. These pieces of knowledge, even those supported by didactic-pedagogical knowledge, are crossed by those built during the life trajectory of Management professors, thus influencing the way they are articulated. This study presents an important theoretical contribution to the literature, showing that these pieces of knowledge are influenced by professors&#8217; interests when articulated to their pedagogical practices, creating potential gaps for empirical studies that consider these analytical categories.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca verificar cómo la literatura científica ha tratado el conocimiento que se articula en las prácticas de profesores, en un contexto de enseñanza y aprendizaje de Administración. En vista de este objetivo, se utilizó una revisión del alcance de seis artículos científicos publicados en inglés, entre 1997 y 2018, en revistas internacionales. Como resultado principal, se identificaron siete conocimientos relacionados con evaluación, enseñanza, estructuración curricular y definición de contenido, política, interpretación de roles, contexto cultural y simulación organizacional como estrategia de enseñanza. Estos conocimientos, incluso los que están respaldados por el conocimiento didáctico-pedagógico, se cruzan con el conocimiento que los profesores de Administración construyen durante su trayectoria de vida, influyendo en la forma en que se articulan. El artículo contribuye teóricamente, al mostrar que estos conocimientos, cuando se articulan en las prácticas de los profesores de Administración, están influenciados por sus intereses, lo que configura brechas para los estudios empíricos que consideran estas categorías de análisis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Revisão de escopo]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Scoping review]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s training]]></kwd>
<kwd lng="es"><![CDATA[Revisión del alcance]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento de profesores]]></kwd>
<kwd lng="es"><![CDATA[Prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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