<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100306</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i0.8660964</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aula Universitária: a Interação e as Práticas na Relação Educativa]]></article-title>
<article-title xml:lang="es"><![CDATA[Clase Universitaria: Interacción y Prácticas en la Relación Educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[University Class: Interaction and Practices in Educational Relationship]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Claudson Cerqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Marinalva Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Feira de Santana  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  A sala de aula universitária se constitui espaço-tempo do acontecimento da relação educativa e tem como objetivo o desenvolvimento do processo de ensino e aprendizagem dos sujeitos da ação educativa: professores e estudantes. Tais sujeitos possuem papéis e funções, as quais proporcionam que esse ato aconteça. Desse modo, o estudo que originou este trabalho teve como objetivo: analisar, a partir das representações de professores e estudantes universitários, os processos interacionais e as práticas envolvidas na relação educativa. A pesquisa realizada, de delineamento qualitativo, produziu os dados mediante entrevista narrativa com 6 professores e 6 estudantes de 3 cursos de licenciatura de uma universidade pública do interior da Bahia. As narrativas desses sujeitos foram analisadas com aproximações do método Análise de Conteúdo. Os relatos apresentados pelos sujeitos foram organizados e analisados, a partir de três dimensões: as práticas na sala de aula, relação educativa e dialogicidade, e as interações na sala de aula. As representações dos sujeitos da pesquisa evidenciaram um processo de transição paradigmática na relação educativa, a partir das práticas docentes adotadas na sala de aula. Além disso, elucidaram a importância do diálogo e das interações na criação das condições necessárias para que o processo de aprendizagem aconteça de forma assertiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aula universitaria constituye el acontecimiento espacio-temporal de la relación educativa y tiene como objetivo el desarrollo del proceso de enseñanza y aprendizaje de los sujetos de la acción educativa: profesores y estudiantes. Estos sujetos tienen papeles y funciones que permiten que suceda este acto. Así, el estudio que originó este trabajo tuvo como objetivo: analizar, a partir de las representaciones de profesores y estudiantes universitarios, los procesos y prácticas interaccionales involucradas en la relación educativa. La investigación, de diseño cualitativo, produjo los datos a través de una entrevista narrativa con 6 profesores y 6 estudiantes de 3 cursos de licenciatura de una universidad pública del interior de Bahía. Las narraciones de estos sujetos fueron analizadas con aproximaciones del método de Análisis de Contenido. Los informes presentados por los sujetos fueron organizados y analizados, a partir de tres dimensiones: las prácticas en el aula, la relación y el diálogo educativo, y las interacciones en el aula. Las representaciones de los sujetos de investigación mostraron un proceso de transición paradigmático en la relación educativa, a partir de las prácticas de enseñanza adoptadas en el aula. Además, dilucidaron la importancia del diálogo y las interacciones para crear las condiciones necesarias para que el proceso de aprendizaje se lleve a cabo de manera asertiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The university classroom is constituted by a space-time event of the educative relationship, and thus it has the goal of developing the teachinglearning process for the subjects in this educative action: professors and students. These subjects play roles and duties that facilitate the action. Thereby the research that originated this work had the objective of: analyzing the interaction processes and practices related to the educative relationship, from the representations of university students and professors. This research was developed with a qualitative approach and has produced data from narrative interview with six professors and six students from three different teaching degrees at a public university in Bahia state. The narratives of the subjects were analyzed through Content Analysis method.The reported data was structured and analyzed in the base of three dimensions: classroom practices, educative relationship and dialogicity, and classroom interactions. The representations of subjects in this research for docent classroom praxis have pointed a paradigmatic transition process for educative relationship. Furthermore, it stresses the significance of dialogue and interaction for the formation of necessary conditions to an assertive learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relações pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Aula]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação em sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia da educação superior]]></kwd>
<kwd lng="es"><![CDATA[Relaciones pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Clase]]></kwd>
<kwd lng="es"><![CDATA[Comunicación en el aula]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la educación superior]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical relationships]]></kwd>
<kwd lng="en"><![CDATA[Class]]></kwd>
<kwd lng="en"><![CDATA[Classroom communication]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Higher education pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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