<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822014000100215</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2014-v.37(15)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A racionalidade subjacente à práxis do professor no contexto da educação superior.]]></article-title>
<article-title xml:lang="en"><![CDATA[The subjacent rationality to the teacher&#8217;s praxis in the context of higher education.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carneiro]]></surname>
<given-names><![CDATA[Isabel Magda Said Pierre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Ludmila de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Maria Marina Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Limoeiro do Norte CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Itaperi CE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<numero>37</numero>
<fpage>215</fpage>
<lpage>226</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822014000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822014000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822014000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo pretende desenvolver uma an&#225;lise sobre alguns princ&#237;pios fundantes da racionalidade subjacente a pr&#225;xis do professor bacharel no ensino superior. Inserida numa abordagem qualitativa de educa&#231;&#227;o, a pesquisa se classifica como estudo de caso tendo como l&#243;cus o Instituto Federal de Educa&#231;&#227;o, Ci&#234;ncia e Tecnologia (IFCE), campus Maracana&#250;, CE. Como estrat&#233;gia de coleta de dados, realizou-se entrevista semi-estruturada com tr&#234;s professores. Os dados revelam as dificuldades enfrentadas pelos entrevistados no in&#237;cio de suas carreiras e apontam a necessidade de forma&#231;&#227;o pedag&#243;gica para uma melhoria de seu trabalho. Destaca-se a import&#226;ncia dos estudos sobre a forma&#231;&#227;o para a doc&#234;ncia universit&#225;ria, pela valoriza&#231;&#227;o e ressignifica&#231;&#227;o do saber pr&#225;tico do professor constantemente reconstru&#237;do em processos intersubjetivos, reconhecendo na pr&#225;xis a dialeticidade da rela&#231;&#227;o teoria e pr&#225;tica. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study intends to develop an analysis of some founding principles of the subjacent rationality of the BA teacher&#8217;s praxis in higher education. Inserted in an educational qualitative approach, the research is classified is a case study as having the locus Instituto Federal de Educacao Ci&#234;ncia e Tecnologia (IFCE) in campus Maracanau, CE. As strategy of data collection it was held semi-structured interviews conducted with three teachers. The data reveal the difficulties faced by those interviewed early in their careers and highlight the need for pedagogical training to improve their work. We emphasize the importance of studies on university education for teachers; the recovery and redefinition of the teacher&#8217;s practical knowledge constantly rebuilt on inter subjective processes, recognizing the practice of dialectic relationship between theory and practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Profissionais]]></kwd>
<kwd lng="pt"><![CDATA[Racionalidade Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="en"><![CDATA[Professional Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Rationality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
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</ref-list>
</back>
</article>
