<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812017000100062</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.98i248.2883</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percurso formativo de engenheiros professores da educação profissional e tecnológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic trajectories of engineers who teach in technological and vocational education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Francisco das Chagas Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Mossoró Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>98</volume>
<numero>248</numero>
<fpage>62</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812017000100062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812017000100062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812017000100062&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo analisa a trajet&#243;ria acad&#234;mica de engenheiros que se tornaram professores em uma institui&#231;&#227;o de educa&#231;&#227;o profissional e tecnol&#243;gica (EPT). Considerando que o curso de licenciatura &#233; elemento essencial, mas n&#227;o &#250;nico, no desenvolvimento profissional do professor, a pesquisa visa conhecer as trajet&#243;rias de forma&#231;&#227;o e as pr&#225;ticas desses engenheiros professores. A investiga&#231;&#227;o &#233; qualitativa e se baseia nos relatos autobiogr&#225;ficos coletados por meio de entrevistas abertas. As narrativas dos engenheiros professores indicam que a op&#231;&#227;o pela Engenharia ocorreu em virtude de condicionantes pessoais, mas tamb&#233;m sociais, e que a entrada na doc&#234;ncia se deu de forma n&#227;o planejada. Evidenciam, tamb&#233;m, uma autoavalia&#231;&#227;o quanto &#224;s suas pr&#225;ticas e o esfor&#231;o em superar as dificuldades enfrentadas cotidianamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study analyzes the academic trajectories of engineers who have become teachers in vocational and technological institutions. Considering that the undergraduate course is an essential element for the professional development of teachers, but not the only one, this research aims to analyze the training trajectories and the practices of these engineers as teachers. This is a qualitative research based on the teachers&#8217; autobiographical accounts, collected by means of open interviews. The narratives of the teachers engineers indicate that the option for engineering occurred due to personal and social factors, and the entrance into the teaching career was an unplanned event. It is also evident the existence of a continuous self-assessment of their practice and the effort to overcome difficulties in their daily activities. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[engenharia]]></kwd>
<kwd lng="pt"><![CDATA[educação tecnológica.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[technological education.]]></kwd>
</kwd-group>
</article-meta>
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