<?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[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000300225</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i64.1772</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A constituição da docência de professores engenheiros civis: fatores determinantes]]></article-title>
<article-title xml:lang="en"><![CDATA[The constitution of teaching of civil engineers teachers: determining factors]]></article-title>
<article-title xml:lang="es"><![CDATA[La constitución de la docencia de profesores ingenieros civiles: factores determinantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Josimar de Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Luana Anchieta]]></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 Rio Grande do Sul (IFRS) ]]></institution>
<addr-line><![CDATA[Sertão Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>64</numero>
<fpage>225</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000300225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000300225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000300225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A docência da educação superior é uma atividade fundamental no desenvolvimento acadêmico e profissional dos estudantes, que envolve o aprofundamento de conceitos, teorias e o desenvolvimento de capacidades e habilidades de pensar e analisar, formando atitudes e valores. Destarte, neste estudo, busca-se compreender fatores que estão contribuindo para professores engenheiros civis se constituírem docentes da educação superior. Trata-se de uma pesquisa do tipo descritiva, com dimensão exploratória, e segue as abordagens qualitativa e quantitativa. Foi produzida por meio de análise de documentos, pesquisa bibliográfica e de campo, envolvendo professores que atuam em 53 cursos de Engenharia Civil do Estado do Rio Grande do Sul, assumindo a forma de um estudo de caso. Foram envolvidos 23% desses cursos, perfazendo 5 cursos de instituições públicas e 7 de privadas. Os dados foram obtidos com a aplicação de um questionário aos professores engenheiros civis que atuam nestes 12 cursos. Na sua organização, consta o percurso metodológico, análise das razões da escolha, o processo de construção dos conhecimentos, as contribuições da formação inicial e continuada na constituição da docência e, por fim, as considerações finais. Esses pontos indicam que a constituição da docência dos professores engenheiros civis está relacionada com a inspiração e o incentivo de professores que atuaram em suas formações acadêmicas. Os saberes para o exercício da docência provêm de conhecimentos teóricos e técnicos adquiridos na graduação e de experiências acumuladas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching in higher education is a fundamental activity in the academic and professiona development of students, which involves deepening concepts and theories and developing thinking and analytical skills, attitudes, and values. This is a descriptive research, with exploratory dimension, and follows the qualitative and quantitative approaches. It was produced using document analysis, bibliographic and field research, involving professors who work in 53 Civil Engineering courses in the State of Rio Grande do Sul, taking the form of a case study. Twenty-three percent of these courses were involved, five courses from public institutions and seven from private ones. The data were obtained by applying a questionnaire to the Civil Engineering professors who work in these 12 courses. Its organization includes the methodological path, analyzes the reasons for the choice, the process of knowledge construction, the contributions of initial and continuing education in the constitution of teaching, and, finally, the final considerations. These points indicate that the constitution of the teaching of civil engineers is related to the inspiration and encouragement of teachers who worked in their academic training. The knowledge needed for teaching comes from theoretical and technical knowledge acquired during graduation and from accumulated experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza en la educación superior es una actividad fundamental en el desarrollo académico y profesional de los estudiantes, que implica la profundización de conceptos, teorías y el desarrollo de capacidades y habilidades de pensar y analizar, formando actitudes y valores. Por lo tanto, este estudio trata de comprender los factores que están contribuyendo a los profesores ingenieros civiles para convertirse en profesores de la educación superior. Se trata de una investigación descriptiva, con dimensión exploratoria, y sigue los enfoques cualitativo y cuantitativo. Fue elaborada por medio de análisis documental, investigación bibliográfica y de campo, involucrando profesores que actúan en 53 cursos de Ingeniería Civil en el Estado de Rio Grande do Sul, adoptando la forma de estudio de caso. Participó el 23% de estos cursos, constituyendo 5 cursos de instituciones públicas y 7 de privadas. Los datos se obtuvieron con la aplicación de un cuestionario a los profesores ingenieros civiles que trabajan en estos 12 cursos. Su organización incluye el recorrido metodológico, análisis las razones de la elección, el proceso de construcción del conocimiento, las aportaciones de la formación inicial y permanente en la constitución de la enseñanza y por último, las consideraciones finales. Estos puntos indican que la constitución de la enseñanza de los profesores ingenieros civiles está relacionada con la inspiración y el estímulo de los profesores que trabajaron en su formación académica. Los conocimientos necesarios para la docencia proceden de los conocimientos teóricos y técnicos adquiridos durante la licenciatura y de la experiencia acumulada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência do ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[professores engenheiros civis]]></kwd>
<kwd lng="pt"><![CDATA[Engenharia Civil]]></kwd>
<kwd lng="en"><![CDATA[higher education teaching]]></kwd>
<kwd lng="en"><![CDATA[civil engineer teachers]]></kwd>
<kwd lng="en"><![CDATA[Civil Engineering]]></kwd>
<kwd lng="es"><![CDATA[docencia de la enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[profesores de ingeniería civil]]></kwd>
<kwd lng="es"><![CDATA[ingeniería civil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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