<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782022000300107</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n62.21794</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTOFORMAÇÃO NO ENSINO SUPERIOR: A EXPERIÊNCIA DO CURSO DE PEDAGOGIA NO ALTO SERTÃO PARAIBANO]]></article-title>
<article-title xml:lang="en"><![CDATA[SELF-TRAINING IN HIGHER EDUCATION: THE EXPERIENCE OF THE PEDAGOGY COURSE IN THE HIGH SERTÃO OF PARAÍBA]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOFORMACIÓN EN LA ENSEÑANZA SUPERIOR: LA EXPERIENCIA DEL CURSO DE PEDAGOGÍA EN EL ALTO SERTÃO DE PARAÍBA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Maria Gerlaine Belchior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Isabel Maria Sabino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Campina  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></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>
<numero>62</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782022000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782022000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782022000300107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto tem o propósito de fomentar no âmbito acadêmico o debate acerca da autoformação docente. Tem-se um duplo objetivo: primeiro, elucidar os motivos históricos pelos quais a temática em apreço é quase inexistente na cultura docente brasileira. Para tanto, lança-se um olhar retrospectivo sobre o desenvolvimento do processo de escolarização do povo brasileiro, pois foram tais vivências que produziram historicamente o psiquismo o qual se manifesta na cultura docente da atualidade. Segundo, apresentar a autoformação como dimensão fundante da formação de professores. Estruturado com base em dados bibliográficos e empíricos, o estudo se apresenta como uma aproximação contextualizada ao tema. Recorreu-se a produções registradas no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior para identificar a existência ou ausência de pesquisas sobre autoformação, bem como aos dados de experiência consolidada de elaboração e vivência de Projetos de Autoformação Docente na Educação Superior, precisamente num curso de Pedagogia no Alto Sertão Paraibano. O exame das produções acadêmicas identificadas evidenciou um volume ínfimo de pesquisas sobre autoformação (0,20%), revelando que essa dimensão da formação docente está sendo negligenciada nas práticas e currículos acadêmicos. Urge, por conseguinte, ampliar o debate em torno do assunto, de modo a favorecer a renovação do pensamento pedagógico e a construção de uma nova mentalidade de valorização do saber como dispositivo capaz de impulsionar o desenvolvimento humano nas suas múltiplas dimensões: biológicas, sociais, cognitivas, afetivas, espirituais e culturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this text is to foster in the academic field the debate about teachers' self-training. We have a double objective: first, to elucidate the historical reasons why this theme is almost non-existent in the Brazilian teaching culture. To do so, we will take a retrospective look at the development of the Brazilian people's schooling process, because it was these experiences that historically produced the psychism that is manifested in today's teaching culture; second, to present self-training as a fundamental dimension of teacher training. Structured on the basis of bibliographic and empirical data, the study presents itself as a contextualized approach to the theme. We used the productions registered in the Capes Theses and Dissertations Catalog to identify the existence or absence of research on self-training, as well as data from the consolidated experience of elaboration of Projects for Teachers' Self-Training in Higher Education, precisely in a Pedagogy course in the Alto &#8220;Sertão&#8221; of Paraíba. The examination of the identified academic productions showed a tiny volume of research on self-training (0.20%), revealing that this dimension of teacher training is being neglected in academic practices and curricula. It is urgent, therefore, to broaden the debate around the subject in order to favor the renewal of pedagogical thinking, the construction of a new mentality of valuing knowledge as a device capable of boosting human development in its multiple dimensions: biological, social, cognitive, affective, spiritual, and cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este texto es promover en el ámbito académico el debate sobre la autoformación de los profesores. Tiene un doble objetivo: en primer lugar, dilucidar las razones históricas por las que el tema en cuestión es casi inexistente en la cultura docente brasileña. Para ello, se hecha una mirada retrospectiva al desarrollo del proceso de escolarización del pueblo brasileño, porque fueron esas experiencias las que produjeron históricamente el psiquismo que se manifiesta en la cultura docente actual.En segundo lugar, presentar la autoformación como una dimensión fundamental de la formación docente. Estructurado a partir de datos bibliográficos y empíricos, el estudio se presenta como una aproximación contextualizada al tema. Se utilizaron producciones registradas en el Catálogo de Tesis y Disertaciones de la Coordinación de Perfeccionamiento del Personal de Educación Superior para identificar la existencia o ausencia de investigaciones sobre autoformación, así como datos de la experiencia consolidada de elaboración y vivencia de Proyectos de Autoformación Docente en la Educación Superior, precisamente en un curso de Pedagogía en el Alto Sertão Paraibano. El examen de las producciones académicas identificadas mostró un volumen ínfimo de investigaciones sobre la autoformación (0,20%), lo que revela que esta dimensión de la formación del profesorado está siendo descuidada en las prácticas académicas y en los planes de estudio. Por tanto, es urgente ampliar el debate sobre el tema para favorecer la renovación del pensamiento pedagógico y la construcción de una nueva mentalidad de valoración del conocimiento como dispositivo capaz de impulsar el desarrollo humano en sus múltiples dimensiones: biológica, social, cognitiva, afectiva, espiritual y cultural.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoformação docente]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[negação do saber]]></kwd>
<kwd lng="pt"><![CDATA[psiquismo.]]></kwd>
<kwd lng="en"><![CDATA[teacher self-training]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[denial of knowledge]]></kwd>
<kwd lng="en"><![CDATA[psychism.]]></kwd>
<kwd lng="es"><![CDATA[autoformación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[negación del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[psiquismo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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