<?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>1665-7063</journal-id>
<journal-title><![CDATA[Enfermería universitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. univ]]></abbrev-journal-title>
<issn>1665-7063</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Escuela Nacional de Enfermería y Obstetricia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-70632017000200079</article-id>
<article-id pub-id-type="doi">10.1016/j.reu.2017.02.005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Posibilidades en la educación en enfermería: errar, crear y arriesgar]]></article-title>
<article-title xml:lang="en"><![CDATA[Possibilities in nursing education: To err, create, and risk]]></article-title>
<article-title xml:lang="pt"><![CDATA[Possibilidades na educação em enfermagem: Errar, criar e arriscar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schubert-Backes]]></surname>
<given-names><![CDATA[V.M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delacanal-Lazzari]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina-UFSC  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina-UFSC Departamento de Enfermagem ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>79</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632017000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El desarrollo docente es ininterrumpido y la necesidad de aprendizaje continuo por medio de la formación docente es imprescindible para el fortalecimiento de la praxis, además de la necesidad de una evaluación crítico-re&#64258;exiva en, y sobre la práctica docente.  Objetivo:  Identificar estrategias utilizadas para perfeccionar la práctica docente de los profesores enfermeros.  Método:  Estudio cualitativo descriptivo, con referencial teórico de Lee Shulman, realizado por medio de tres talleres pedagógicos, en los meses de abril y mayo de 2013, con seis docentes de enfermería de educación profesional. Para el análisis de los datos fue utilizado el análisis temático con la propuesta operativa de Minayo.  Resultados:  De la base de conocimientos para la enseñanza de Shulman, aparece prioritariamente el conocimiento del contenido y el conocimiento didáctico general, que fortalecen el conocimiento didáctico del contenido (CDC) de los docentes y los instrumentaliza para el momento de la enseñanza. El CDC de estos docentes tiene su fuente de alimentación a través de la re&#64258;exión (re&#64258;exión sobre los errores, aciertos y retroalimentación de los alumnos), potencializada por la dimensión personal y la proximidad con la disciplina enseñada con dominio teórico.  Conclusión:  Las particularidades y experiencias docentes, que marcan las trayectorias personales, profesionales y académicas de los docentes, in&#64258;uencian el modo de enseñar y determinan el desarrollo del proceso de la construcción y ampliación de la fuente del CDC. Hay necesidad de participación en encuentros de capacitación pedagógica para orientar el ejercicio docente, y defender la necesidad y relevancia de estudios del CDC en la enfermería, a fin de posibilitar la colaboración hacia las investigaciones en la enseñanza de la enfermería y la salud, suministrando apoyos para estrategias de formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The need of continuous learning development of teaching staff, as well as its related critical-re&#64258;exive assessment, is necessary to strengthening the praxis.  Objective:  To identify strategies utilized to improve the teaching of nurse professors.  Method:  This is a qualitative descriptive study with theoretical referencing to Lee Shulman, carried out through 3 pedagogic workshops, during April and May 2013, with 6 professional nursing educators. Data were thematically analyzed using Minayo operative proposal.  Results:  From Shulman&#8217;s teaching knowledge base, it appears the knowledge of content and general pedagogical knowledge which strengthen the content pedagogical knowledge (CPK) of professors and instrument them to the moment of teaching. The CPK of these teachers has its feeding source through re&#64258;ection (re&#64258;ection on errors, objectives and student&#8217;s feedback), potentiated by the personal dimension and the proximity with the discipline thought as a theoretical domain.  Conclusion:  The teaching particularities and experiences which mark the personal, professional, and academic trajectories of teachers in&#64258;uence the mode of teaching and determine the development of the process of construction and enhancement of the CPK source. There is a need of participation in meetings of pedagogic training to orient the teaching exercise, and defend the need and relevance of studies on CPK in nursing, to make possible the collaboration towards research in the teaching of nursing and health, providing bases for strategies of teaching formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O desenvolvimento docente é ininterrupto e a necessidade de contínuo aprendizado, por meio da formação docente é imprescindível para o fortalecimento da práxis, além da necessidade de uma avaliação crítico reflexiva na e sobre a prática docente.  Objetivo:  Identificar estratégias utilizadas para aperfeiçoar a prática docente dos professores enfermeiros.  Método:  Estudo qualitativo descritivo, com referencial teórico de Lee Shulman, realizado por meio de três oficinas pedagógicas, nos meses de abril e maio de 2013, com seis docentes de Enfermagem de educação profissional. Para análise dos dados, foi utilizada a análise temática com a proposta operativa de Minayo.  Resultados:  Da base de conhecimentos para o ensino de Shulman, aparece prioritariamente o Conhecimento do Conteúdo e o Conhecimento Pedagógico Geral, que fortalecem o Conhecimento Pedagógico do Conteúdo (CPC) dos docentes e os instrumentaliza para o momento do ensino. O CPC destes docentes tem suas fontes alimentadas por meio da reflexão (reflexão sobre os erros, acertos e feedback dos alunos), potencializadas pela dimensão pessoal e aproximação à disciplina lecionada, com domínio teórico.  Conclusão:  As particularidades e experiências docentes, que marcam as trajetórias pessoais, profissionais e acadêmicas dos docentes, influenciam o modo de ensino e determinam o desenvolvimento do processo de construção e ampliação das fontes do CPC. Há necessidade de participação em encontros de capacitação pedagógica para balizar o exercício docente e defende-se a necessidade e relevância de estudos do CPC na Enfermagem, por possibilitar a colaboração às pesquisas no ensino de enfermagem e saúde, fornecendo subsídios para estratégias de formação docente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica del docente de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Graduación en auxiliar de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Docentes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Nursing faculty practice]]></kwd>
<kwd lng="en"><![CDATA[Education, Nursing, Associate]]></kwd>
<kwd lng="en"><![CDATA[Faculty, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="pt"><![CDATA[Prática do docente de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação técnica em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Docentes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[A prática pedagógica das professoras de enfermagem e os saberes]]></article-title>
<person-group person-group-type="author">
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<person-group person-group-type="author">
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<given-names><![CDATA[JG]]></given-names>
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