<?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>S2318-19822015000100199</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2015-v.39(12)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atitude do professor ensina, seu gesto fala: a trama da dimensão ética no campo da docência universitária]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitude of teacher teaches, your gesture speak: the dimension ethics in the field of university teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Solange Martins Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Jataí GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<numero>39</numero>
<fpage>199</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822015000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822015000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822015000100199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Num mundo marcado por in&#250;meros desafios, dentre eles o desafio da instrumentaliza&#231;&#227;o do mundo da vida pela racionalidade t&#233;cnico/instrumental, a forma&#231;&#227;o acad&#234;mica encontra-se num contexto de crise paradigm&#225;tica, em que n&#227;o somente a ideia de verdade e os ideais educacionais entram em crise. A pr&#243;pria raz&#227;o perde seu status de auto sufi ciente e passa a ser convidada a colocar-se na escuta e no entendimento do "Outro", demandando aos processos formativos, particularmente &#224; forma&#231;&#227;o docente, todo um processo pautado na institui&#231;&#227;o de rela&#231;&#245;es baseadas no respeito e no "cuidado &#233;tico". Por entender que a forma&#231;&#227;o do sujeito &#233;tico s&#243; &#233; poss&#237;vel mediante processo pedag&#243;gico que envolva necessariamente exerc&#237;cios de reflex&#227;o sistem&#225;tica, conduzida para que os alunos possam integrar a preocupa&#231;&#227;o e a atitude &#233;tica durante sua forma&#231;&#227;o, neste ensaio refletimos sobre a dimens&#227;o &#233;tica da doc&#234;ncia como possibilidade de ajudar a aflorar uma radical "sensibilidade &#233;tica" entre os professores no seu processo formativo. Afinal, se essa media&#231;&#227;o pedag&#243;gica faltar na forma&#231;&#227;o docente, poder&#225; n&#227;o ocorrer o desenvolvimento da sensibilidade &#233;tica entre os professores, o que tamb&#233;m faltar&#225; no seu agir cotidiano nas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a world marked by numerous challenges, including the challenge of instrumentalization of the life world by technical rationality/instrumental, academic training is in a crisis context paradigm, in which not only the idea of truth and the ideal educational experience a crisis. Reason itself loses its status as a self-sufficient and shall be invited to put themselves in listening and understanding the "Other", demanding the formation process, particularly for teacher training, a whole based institution grounded in relationships based on respect and "ethical care." Understanding that the formation of the ethical subject is only possible through the educational process that necessarily involves reflection exercises systematically conducted for students to integrate the concerns and ethical attitude during its formation, this essay reflect on the ethical dimension of teaching as possible help bring out radical "ethical sensitivity" among teachers in their formation process. After all, if this mediation training lacking in teacher training may not occur the development of ethical sensitivity among teachers, which also fail to act in their everyday life in schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[CHAUÍ]]></surname>
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<article-title xml:lang="en"><![CDATA[Cultura política e política cultural.]]></article-title>
<source><![CDATA[Estudos Avançados]]></source>
<year></year>
<volume>9</volume>
<numero>23</numero>
<issue>23</issue>
<page-range>71-84</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
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<article-title xml:lang="en"><![CDATA[A contribu ição da Filosofia para a Educação.]]></article-title>
<source><![CDATA[Em Aberto]]></source>
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<numero>45</numero>
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</article>
