<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792022000100300</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v18i49.10598</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES PARA DOCÊNCIA UNIVERSITÁRIA NAS INSTITUIÇÕES DE ENSINO SUPERIOR EM MOÇAMBIQUE: ENTRE AS ORIENTAÇÕES LEGAIS E AS PRÁTICAS COTIDIANAS]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING TEACHERS FOR UNIVERSITY TEACHING IN HIGHER EDUCATION INSTITUTIONS IN MOZAMBIQUE: BETWEEN LEGAL GUIDELINES AND EVERYDAY PRACTICES]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DE PROFESORES PARA LA ENSEÑANZA UNIVERSITARIA EN INSTITUCIONES DE EDUCACIÓN SUPERIOR EN MOZAMBIQUE: ENTRE LAS PAUTAS LEGALES Y LAS PRÁCTICAS COTIDIANAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assane]]></surname>
<given-names><![CDATA[Adelino Inácio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Maria Isabel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Rovuma  ]]></institution>
<addr-line><![CDATA[Nampula ]]></addr-line>
<country>Moçambique</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792022000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792022000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792022000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente estudo tem por objeto a formação de professores para a docência nas instituições de ensino superior em Moçambique. Com ele pretende-se analisar como é feita a formação de professores para essas instituições uma vez que, embora a Lei do Sistema Nacional de Educação ( Lei 18/2018 de 28 de Dezembro) prever no subsistema de formação de Professores a educação e formação para a docência no ensino superior (Art.16), não existem programas específicos de formação para aquele nível, existindo apenas programas de pós graduação (mestrado e doutoramento) onde são submetidos os professores para o seu desenvolvimento académico. No entanto, a lei do ensino superior estabelece a composição do corpo docente para as IES (Artigo 9 do Decreto 46/2018 de 1 de Agosto. A construção metodológica foi feita de forma concomitante: um estudo teórico conceitual ofereceu suporte para a investigação das questões propostas e foi consubstanciado do estudo documental e aplicação de questionário a 44 professores das instituições de ensino superior em Moçambique de modo a compreender como a formação para a docência é realizada e como ingressaram ao magistério superior. Os resultados da pesquisa revelam que a maior parte dos sujeitos de pesquisa embora tenham nível académico de Mestrado e doutoramento não tiveram formação específica para ser professor bastando para isso terem concluído um curso de educação superior (graduação, mestrado ou doutoramento).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:The present study has as its object the training of teachers for teaching in higher education institutions in Mozambique. It is intended toanalyze how teacher training is carried out for these institutions since, although the Law of the National Education System (Law 18/2018 of December 28) provides in the Teacher Training subsystem for education and training for teaching in higher education (Art. 16), there are no specific training programs for that level, there are only postgraduate programs (master's and doctorate) to which professors are submitted for their academic development. However, the higher education law establishes the composition of the teaching staff for HEIs (Article 9 of Decree 46/2018 of 1 August). The methodological construction was carried out concomitantly: a theoretical-conceptual study offered support for the investigation of the proposed questions and was based on the documentary study and application of a questionnaire to 44 professors from higher education institutions in Mozambique in order to understand how training for teaching is carried out and how they entered the higher teaching profession. The research results reveal that most of the research subjects, despite having an academic level of Masters and PhD, did not have specific training to be a teacher, just having completed a higher education course (undergraduate, masters or doctorate).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El presente estudio tiene como objeto la formación de docentes para la docencia en instituciones de educación superior en Mozambique. Se pretende analizar cómo se lleva a cabo la formación del profesorado para estas instituciones ya que, si bien la Ley del Sistema Nacional de Educación (Ley 18/2018, de 28 de diciembre) prevé en el Subsistema de Formación del Profesorado la formación y formación para la docencia en la educación superior (artículo 16), no existen programas de formación específicos para ese nivel, solo existen programas de posgrado (maestría y doctorado) a los que se someten los profesores para su desarrollo académico. No obstante, la ley de educación superior establece la composición del profesorado de las IES (artículo 9 del Decreto 46/2018, de 1 de agosto). La construcción metodológica se llevó a cabo de forma concomitante: un estudio teórico-conceptual ofreció apoyo para la investigación de las preguntas propuestas y se basó en el estudio documental y la aplicación de un cuestionario a 44 profesores de instituciones de educación superior de Mozambique con el fin de comprender cómo la formación para se lleva a cabo la docencia y cómo ingresaron a la profesión docente superior. Los resultados de la investigación revelan que la mayoría de los sujetos de investigación, a pesar de tener un nivel académico de Maestría y Doctorado, no tenían una formación específica para ser docente, simplemente haber cursado un curso de educación superior (licenciatura, maestría o doctorado).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[university education.]]></kwd>
<kwd lng="es"><![CDATA[docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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