<?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>S1981-81062024000100302</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17940</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia Universitária no Brasil: O que revela a produção bibliográfica?]]></article-title>
<article-title xml:lang="en"><![CDATA[University Pedagogy in Brazil: What does the bibliographic production reveal?]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía Universitaria en Brasil: ¿Qué revela la producción bibliográfica?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cantano]]></surname>
<given-names><![CDATA[Márcia Mendes Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scorzoni]]></surname>
<given-names><![CDATA[Marília Ferranti Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[Noeli Prestes Padilha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Bárbara Patrícia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Sylvia Helena Souza da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Estadual de Ciências da Saúde de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A reflexão sobre a formação de professores para o Ensino Superior compreende posturas filosóficas e epistemológicas que pressupõem entender o campo da Pedagogia Universitária, recuperando os processos formativos na sua constituição histórica, política e social. Este artigo tem como objetivo identificar o que revela a produção bibliográfica (livros) acerca da Pedagogia Universitária, da formação docente e do assessoramento pedagógico universitário no período de 2007 a 2022, entendendo que o estatuto epistemológico do conhecimento pedagógico é imperativo frente aos desafios contemporâneos no que concerne ao desenvolvimento profissional dos docentes e, consequentemente, à formação dos estudantes universitários. Os dados revelam, seja pela análise das categorias, seja pela frequência semântica, que a denominação &#8220;Pedagogia Universitária&#8221; foi dando espaço para outras denominações, especialmente &#8220;Formação Docente&#8221;. Outro destaque a se considerar diz respeito à emergência dos conteúdos relacionados com as &#8220;questões e práticas pedagógicas da docência universitária&#8221;, que vão tomando corpo ao longo do tempo e se tornando fundamentais na produção acadêmica. A análise desse processo pressupõe considerar o contexto atual da universidade, seus desafios e políticas educacionais no entendimento da universidade enquanto instituição social e organização social. O tema &#8220;Assessoria Pedagógica&#8221; ainda não é representativo no país, mas se constitui em objeto de investigação, tendo em vista sua potencialidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reflection on teacher education for higher education comprises philosophical and epistemological positions that presuppose understanding the field of University Pedagogy by recovering the training processes in their historical, political and social constitution. This article aims to identify what the bibliographic production (books) reveals about University Pedagogy, teacher training and university pedagogical advice, from 2007 to 2022, understanding that the epistemological status of pedagogical knowledge is imperative in the face of contemporary challenges regarding the professional development of teachers and, consequently, the training of university students. The data reveal, either by the analysis of the categories or by the semantic frequency that the denomination "University Pedagogy" has been giving way to other denominations, especially "Teacher Training". Another highlight to be considered is the emergence of content related to "Pedagogical issues and practices of university teaching", which have taken shape over time and become a cornerstone of academic production. The analysis of this process presupposes considering the current context of the university, its challenges and educational policies in the understanding of the university as a social institution and social organization. The theme "Pedagogical Advice" is not yet representative in the country, but it is an object of investigation, in view of its potential.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La reflexión sobre la formación de profesores para el grado superior incluye posiciones filosóficas y epistemológicas que presuponen comprender el campo de la Pedagogía Universitaria, recuperando los procesos de formación en su constitución histórica, política y social. Este artículo pretende identificar lo que la producción bibliográfica (libros) revela sobre la Pedagogía Universitaria, la formación y el asesoramiento pedagógico universitario de 2007 a 2022, entendiendo que el estatuto epistemológico del saber pedagógico es imperativo frente a los desafíos contemporáneos relativos al desarrollo profesional de los profesores y, consecuentemente, a la formación de los estudiantes universitarios. Los datos revelan, sea por el análisis de las categorías, sea por la frecuencia semántica, que la denominación &#8220;Pedagogía Universitaria&#8221; cedió espacio a otras denominaciones, especialmente &#8220;Formación de Profesores&#8221;. También destaca la emergencia de contenidos relacionados con las &#8220;cuestiones y prácticas pedagógicas de la docencia universitaria&#8221;, que han tomado forma con el paso del tiempo, convirtiéndose fundamentales a la producción académica. El análisis de este proceso presupone considerar el contexto actual de la universidad, sus desafíos y políticas educacionales en la comprensión de la universidad como institución social y organización social. El tema &#8220;Asesoría Pedagógica&#8221; todavía no es representativo en el país, pero es objeto de investigación, considerándose su potencial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Assessoramento Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Integrativa]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[University Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Counseling]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Integrative Review]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Asesoramiento Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Revisión Integradora]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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