<?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>S1981-81062024000100303</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17941</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Assessoramento Pedagógico Universitário: sentidos e práticas a partir de teses e dissertações]]></article-title>
<article-title xml:lang="en"><![CDATA[University Pedagogical Advising: meanings and practices based on theses and dissertations]]></article-title>
<article-title xml:lang="es"><![CDATA[Asesoramiento pedagógico universitario: sentidos y prácticas a partir de tesis y disertaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrasco]]></surname>
<given-names><![CDATA[Ligia Bueno Zangali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Helmer]]></surname>
<given-names><![CDATA[Ester Almeida]]></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 contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Maria José Batista Pinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Nildo Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Lucilene Martorelli Ortiz Petin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Centro Universitário Claretiano  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></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>
<aff id="A06">
<institution><![CDATA[,Universidade Metropolitana de Santos  ]]></institution>
<addr-line><![CDATA[Santos 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=S1981-81062024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho constitui o projeto de pesquisa &#8220;Assessoramento Pedagógico Universitário: singularidades e sincronicidades num cenário internacional&#8221; (com apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo [Fapesp]), que objetiva sistematizar as concepções e as práticas de Assessoramento Pedagógico Universitário Internacional, identificando singularidades e sincronicidades. O recorte apresentado abrange um levantamento de teses e dissertações defendidas no cenário nacional no período de 2016 a 2022 sobre as temáticas Assessoramento Pedagógico e Pedagogia Universitária. A metodologia compreendeu a captura das produções nas bases Capes e BDTD a partir dos descritores &#8220;Assessoria Pedagógica Universitária&#8221; e &#8220;Pedagogia Universitária&#8221;. Os achados foram organizados nas categorias a priori: Concepção de Assessoramento, Perfil do Assessor, Política Institucional de Formação Docente e Legitimidade da Prática de Assessoramento. Os resultados sinalizaram 96 teses e dissertações e, após a exclusão por duplicação e não aderência ao escopo do projeto de pesquisa, configurou-se um campo empírico composto de 74 produções. Optou-se, em função da quantidade dos achados, por definir um subagrupamento para análise neste artigo, abrangendo 41 teses e dissertações. O trabalho analítico revelou a importância da institucionalização das práticas formativas e da constituição de espaços interacionais e dialógicos sobre questões que perpassam a docência universitária e os itinerários formativos de professores e professoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work is part of the research project&#8220; University Pedagogical Advising: singularities and synchronicities in an international scenario" ( with the support of the Fundação de Amparo à Pesquisa do Estado de São Paulo [Fapesp]), which aims to systematize the conceptions and practices of International University Pedagogical Advising, identifying singularities and synchronicities. The presented scope covers a survey of theses and dissertations, defended in the national scenario, in the period from 2016 to 2022 on the theme of Pedagogical Advising and University Pedagogy.The methodology comprised the capture of the productions in the Capes and BDTD bases, using the descriptors " University Pedagogical Advising " and " University Pedagogy ". The findings were organized in the a priori categories: Conception of Advising, Adviser Profile, Institutional Policy for Teacher Training, and Legitimacy of the Advising Practice. The results signaled 96 theses and dissertations and, after the exclusion by duplication and non-adherence to the scope of the research project, an empirical field composed of 74 productions was configured. It was decided, due to the quantity of findings, to define a subgrouping for analysis in this article, encompassing 41 theses and dissertations. The analytical work revealed the importance of the institutionalization of formative practices and the constitution of interactive and dialogic spaces on issues that permeate the university teaching and the formative itineraries of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo forma parte del proyecto de investigación Asesoría Pedagógica Universitaria: singularidades y sincronicidades en un escenario internacional (Fapesp), que tiene como objetivo sistematizar las concepciones y prácticas de Asesoría Pedagógica Universitaria Internacional, identificando singularidades y sincronicidades. El corte presentado abarca un levantamiento de tesis y disertaciones defendidas en el escenario nacional en el período de 2016 a 2022 sobre los temas Asesoría Pedagógica y Pedagogía Universitaria. La metodología comprendió la captura de las producciones en las bases Capes y BDTD a partir de los descriptores &#8220;Asesoría Pedagógica Universitaria&#8221; y &#8220;Pedagogía Universitaria&#8221;. Los hallazgos se organizaron en las categorías a priori: Concepción de Asesoría, Perfil del Asesor, Política Institucional de Formación Docente y Legitimidad de la Práctica de Asesoría. Los resultados señalaron 96 tesis y disertaciones y, luego de la exclusión por duplicación y no adherencia al alcance del proyecto de investigación, se configuró un campo empírico compuesto de 74 producciones. Se decidió, debido a la cantidad de hallazgos, definir una subagrupación para análisis en este artículo, abarcando 41 tesis y disertaciones. El trabajo analítico reveló la importancia de la institucionalización de las prácticas formativas y la constitución de espacios interactivos y dialógicos sobre cuestiones que permean la enseñanza universitaria y los itinerarios de formación de profesores y profesoras.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Assessoramento Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Espaços Formativos]]></kwd>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Advice]]></kwd>
<kwd lng="en"><![CDATA[Formative Spaces]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Asesoramiento Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Espacios de Formación]]></kwd>
<kwd lng="es"><![CDATA[Docencia Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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