The presented work brings in its first chapter a historical boarding on the Docncia in Superior Ensino. As the chapter deals with Formation of Professors for Superior Ensino. In the third chapter we argue the relation professor-pupil in the didactic process, focusing the importance I tie apt. The methodology is presented in the fifth chapter, followed of the quarrel and the final consideraes. 2. DOCNCIA IN SUPERIOR EDUCATION the professor profession is one practical educative one, a form to intervine in the social reality, through the education and, thus being, it is one practical social one. Recently Edward Minskoff sought to clarify these questions.
Considering that it exists practical difference between and education, we pautamos in them in PEPPER; ANASTASIOU (2005), that it explains that being the practical one institutionalized, that is, the form to educate existing in different institutionalized contexts, configuring the culture of each Institution, that would be content and the method of the education. As for the action one considers the citizens, its ways to act and to think, its values and commitments, desires and options. One of the main questions related to the performance of the university professor it is the relation enters education and learning. One is about a sufficiently controversial subject. Masetto (2003) reflects that one of the main options made for the professor of – education is entered, what it gives to the pupil, and the learning that this acquires. This relation is in fact indissocivel, only completing ' ' ensino' ' if it will have learning. The pedagogia in superior education must be understood as a space in movement, in which if it can analyze and understand the phenomena to learn and to teach the professions, adjusting itself, always, to the social reality and the market of work. Of this form the Pedagogia of Superior education must be thought as a space about which the proper university docncia in action can be revisited and constantly reconstructed (BOLSAI; ISALA, 2010).