<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012010000100014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia universitária: a aprendizagem docente como um desafio à professoralidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolzan]]></surname>
<given-names><![CDATA[Doris Pires Vargas]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Austria]]></surname>
<given-names><![CDATA[Verônica Cardoso]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lenz]]></surname>
<given-names><![CDATA[Noemi]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<volume>32</volume>
<numero>01</numero>
<fpage>119</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012010000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012010000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012010000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo é resultado de pesquisas desenvolvidas no GPFOPE e tem por temática a formação do professor, considerando os processos engendrados para sua constituição. Assim sendo, a sua tessitura emerge da confluência de reflexões a partir de um campo teórico, dentro da Pedagogia Universitária, aliada à pesquisa de campo dessas investigações. Os principais autores, dentro dessa linha, que subsidiam este estudo são: Bolzan (2001; 2002-2005; 2006; 2007-2009) e Isaia e Bolzan (2004; 2006; 2007). Os achados assinalam que o professor vai constituindo-se, no decorrer da sua trajetória formativa, evidenciando, dessa forma, a ideia de inacabamento, o que pressupõe enfocar a formação de professores na perspectiva de um processo de aprendizagem para a docência de caráter permanente. Ademais, como os estudos indicam, é necessário igualmente considerar que as trajetórias de vida possuem marcas específicas, o que se faz pensar na direção de uma formação personalizada. Por conseguinte, compreende-se que se torna inerente pensar que a aprendizagem da docência e, por conseguinte, o desenvolvimento profissional, é impulsionado quando forem incorporadas práticas reflexivas conjuntamente com atividades colaborativas entre os sujeitos de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present article arises from studies developed at the GPFOPE, and its theme is teacher education, considering the processes engendered to their constitution. Thus, its fabric emerges from the confluence of ideas from a theoretical field within the field of University Pedagogy, combined with field research of these investigations. The main authors, within this line, who subsidize this study are: Bolzan (2001; 2002-2005; 2006; 2007-2009) and Isaia and Bolzan (2004; 2006; 2007). The findings indicate that the professor is formed in the course of his career training, thereby evidencing, the idea of incompleteness, which presupposes focusing professor formation in the perspective of a permanent learning process for teaching. Furthermore, as the studies indicate, it is equally necessary to consider that life trajectories have specific marks, which gives pause to the concept of personalized training. Therefore, it is understood that it is inherent to think that the learning of teaching and, therefore, professional development, Consequently, it is understood that it becomes inherent to think that learning how to teach, and therefore professional development, is stimulated when reflective practice are incorporated in conjunction with collaborative activities among the subjects of training]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trajetórias Formativas]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Pedagógico Compartilhado]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional Docente]]></kwd>
<kwd lng="en"><![CDATA[Formative Trajectories]]></kwd>
<kwd lng="en"><![CDATA[Shared Pedagogical Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teaching Professional Development]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pedagogia universit&aacute;ria: a aprendizagem docente como um  desafio &agrave; professoralidade.</h2> <h3>University pedagogy:  Instructor learning as a challenge to professor practice.</h3>     <p>&nbsp;</p> <h4>Doris Pires Vargas Bolzan, Ver&ocirc;nica Cardoso Austria,  Noemi Lenz    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Educação]]></source>
<year></year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>489-501</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Educação]]></source>
<year></year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-133</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
