<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832021000300002</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v6i2.4609</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As contribuições do professor universitário para o engagement acadêmico]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of lecturers for the academic engagement]]></article-title>
<article-title xml:lang="es"><![CDATA[Las contribuciones del profesor universitario para el engagement académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossi]]></surname>
<given-names><![CDATA[Emili]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bittencourt]]></surname>
<given-names><![CDATA[Zoraia Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marquezan]]></surname>
<given-names><![CDATA[Fernanda Figueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Franciscana  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832021000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832021000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832021000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa objetivou compreender como o professor universitário contribui para o engagement acadêmico no curso de Pedagogia da Universidade Federal da Fronteira Sul, campus Erechim, Rio Grande do Sul, na perspectiva de estudantes do curso. Para tal, foram entregues 139 questionários a estudantes de diferentes semestres do curso contendo perguntas relacionadas à identificação do perfil dos professores e de aulas que atraem e envolvem os estudantes. Os resultados foram divididos em duas categorias - (I) Características e práticas docentes valorizadas pelos estudantes e (II) Projeções dos estudantes para seus futuros profissionais - e analisados pela perspectiva da Análise de Conteúdo, de Bardin (2016). Conclui-se que as contribuições dos professores para o engagement estudantil se dão por meio de propostas de aprendizagem ativa, vivências significativas e uma relação de confiança e segurança entre professor e alunos. Por fim, considerando a ausência de instrumentos brasileiros para avaliar o engagement acadêmico, são apresentados possíveis indicadores de como instrumentalizar esta avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research aimed at understanding to what extent the professor helps the academic engagement in the Pedagogy Course from Federal University of Fronteira Sul, campus Erechim, Rio Grande do Sul, from the students&#8217; perspective. For such, 139 questionnaires with questions relating to the identification of professors&#8217; and lessons&#8217; profiles that attract and engage more students, were given to students from different semesters of the course. Results were divided into two categories: (I) teachers&#8217; characteristics and practices appreciated by students and (II) students&#8217; projections for their professional future. The results were analyzed by the Content Analysis from Bardin (2016). It is concluded that the contributions of professors for the academic engagement are by means of active learning proposals, meaningful experiences and a relation of confidence and reliability between professor and student. To conclude, considering the lack of Brazilian tools to evaluate the academic engagement, we present possible indicators of how instrumentalizing this evaluation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación objetivó comprender como el profesor universitario contribuye para el engagement académico en el curso de Pedagogía de la Universidade Federal da Fronteira Sul, campus Erechim, Rio Grande do Sul, en la perspectiva de estudiantes del curso. Para tal, fueron repartidos 139 cuestionarios a estudiantes de diferentes semestres del curso conteniendo preguntas relacionadas a la identificación del perfil de los profesores y de clases que atraen y cautivan a los estudiantes. Los resultados fueron divididos en dos categorías - (I) Características y prácticas docentes valoradas por los estudiantes y (II) Proyecciones de los estudiantes para sus futuros profesionales - y analizados desde la perspectiva del Análisis de Contenido, de Bardin (2016). Se concluye que las contribuciones de los profesores para el engagement estudiantil se dan por medio de propuestas de aprendizaje activa, vivencias significativas y una relación de confianza y seguridad entre profesor y alumnos. Por fin, teniendo en cuenta la ausencia de instrumentos brasileños para evaluar el engagement académico, son presentados posibles indicadores de como instrumentalizar esta evaluación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Engagement acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Professor universitário]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Academic engagement]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Lecturer]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Engagement académico]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Profesor universitario]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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