<?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>S1981-81062024000100310</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17948</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias, perspectivas e impasses: o assessoramento pedagógico na UFPel em questão]]></article-title>
<article-title xml:lang="en"><![CDATA[Trajectories, perspectives and deadlocks: the pedagogical advisory at UFPel in question]]></article-title>
<article-title xml:lang="es"><![CDATA[Trayectorias, perspectivas y impases: el asesoramiento pedagógico en la UFPel en cuestión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Maria Isabel da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Juliana Bittencourt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reschke]]></surname>
<given-names><![CDATA[Maria Janine Dalpiaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Débora Cristina Nichelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></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=S1981-81062024000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo se insere no projeto &#8220;Assessoramento Pedagógico Universitário: singularidades e sincronicidades num cenário internacional&#8221;, desenvolvido por universidades brasileiras, argentinas, uruguaias e portuguesas com o objetivo de sistematizar as concepções e as práticas de assessoramento pedagógico nas instituições de Educação Superior (IESs) dos países envolvidos. Trata-se de uma pesquisa de casos múltiplos com procedimentos quantitativos e qualitativos. Organizou-se um desenho metodológico de coleta de dados que incluiu questionários aplicados às equipes de assessoramento de cada universidade envolvida e aos docentes que haviam participado de processos formativos promovidos pela IES. Os autores que sustentaram as análises e interpretação do estudo foram, principalmente, Cunha (2008, 2010, 2022), Hamermüller (2022), Sousa Santos (2000), Pimenta e Anastasiou (2002) e Nóvoa (1992). Percebeu-se, a partir do resgate histórico exposto no texto, que os movimentos gerados para o assessoramento pedagógico universitário na Universidade Federal de Pelotas (UFPel) foram desenhados e redesenhados ao longo dos diferentes períodos políticos e modelos de gestão. Considerando-se, entretanto, os depoimentos dos interlocutores, fica evidente a importância do assessoramento pedagógico universitário, uma vez que os entrevistados trazem reflexões sobre a prática e as percepções acerca de conceitos e compreensões do trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study is part of the project &#8220;University Pedagogical Advisory: singularities and synchronicities in an international scenario&#8221;, developed by brazilian, argentine, uruguayan and portuguese universities with the objective of systematizing the concepts and practices of pedagogical advisory in higher education institutions (HEIs) of the countries involved. It is a research of multiple cases with quantitative and qualitative procedures. A methodological design for data collection was organized, including questionnaires to the advisory teams of each university involved and to the professors who had participated in formative processes promoted by the HEI. The authors who supported the analyzes and interpretation of the study were, mainly, Cunha (2008, 2010, 2022), Hamermüller (2022), Sousa Santos (2000), Pimenta and Anastasiou (2002), Nóvoa (1992). We realize, from the historical review exposed in the text, that the movements generated for university pedagogical advisory at Universidade Federal de Pelotas (UFPel) were designed and redesigned over different political periods and management models. Considering, however, from the depositions of our interlocutors, the importance of university pedagogical advisory is evident, since they bring reflections on practice and perceptions about concepts and understandings of teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio forma parte del proyecto &#8220;Asesoramiento Pedagógico Universitario: singularidades y sincronicidades en el escenario internacional&#8221;, desarrollado por universidades brasileñas, argentinas, uruguayas y portuguesas con el objetivo de sistematizar los conceptos y prácticas de asesoramiento pedagógico en instituciones de Educación Superior (IES) de los países involucrados. Es una investigación de casos múltiples con procedimientos cuantitativos y cualitativos. Se organizó un diseño metodológico para la recolección de datos que incluyó cuestionarios aplicados a los equipos de asesores de cada universidad involucrada y a los docentes que participaron en los procesos de formación promovidos por la IES. Los autores que sostuvieron el análisis e interpretación del estudio fueron, principalmente, Cunha (2008, 2010, 2022), Hamermüller (2022), Sousa Santos (2000), Pimenta y Anastasiou (2002) y Nóvoa (1992). Se ha percibido, a partir del rescate histórico expuesto en el texto, que los movimientos generados por el asesoramiento pedagógico universitario en la Universidade Federal de Pelotas (UFPel) fueron diseñados y rediseñados a lo largo de diferentes períodos políticos y modelos de gestión. Sin embargo, desde de los testimonios de los interlocutores, se evidencia la importancia del asesoramiento pedagógico universitario, ya que el proyecto ofrece reflexiones sobre la práctica y las percepciones sobre concepciones y comprensiones sobre el trabajo docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Assessoria Pedagógica Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing Training]]></kwd>
<kwd lng="en"><![CDATA[University Pedagogical Advisory]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Asesoramiento Pedagógico Universitario]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<collab>UFPEL. Universidade Federal de Pelotas</collab>
<source><![CDATA[Resolução nº 16 de 2009]]></source>
<year>2023</year>
<publisher-name><![CDATA[Conselho Coordenador do Ensino da Pesquisa e da Extensão]]></publisher-name>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZANCHET]]></surname>
<given-names><![CDATA[B. M. B. A]]></given-names>
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<article-title xml:lang=""><![CDATA[Acolhimento aos estudantes em tempos de SISU: provocações para repensar a aula universitária]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
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<source><![CDATA[A metamorfose necessária: a prática universitária em contextos emergentes]]></source>
<year>2023</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[EdiPucrs]]></publisher-name>
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</article>
