<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000100357</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i1p357-374</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação docente: Pibid e o estágio curricular supervisionado]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher education: Pibid and supervised curricular internship]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noffs]]></surname>
<given-names><![CDATA[Neide de Aquino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Regina Célia Cola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Prefeitura do Município de São Paulo Secretaria de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>357</fpage>
<lpage>374</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000100357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000100357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000100357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo representa o trabalho cient&#237;fico realizado no interior do Projeto &#8220;A Forma&#231;&#227;o Did&#225;tica Pedag&#243;gica do Professor da Educa&#231;&#227;o B&#225;sica&#8221;, coordenado pela professora doutora Neide de Aquino Noffs da linha de pesquisa Forma&#231;&#227;o de Educadores, e tem como objetivo geral analisar as concep&#231;&#245;es que norteiam o Est&#225;gio Curricular Supervisionado (ECS) e o Programa Institucional de Bolsa a Inicia&#231;&#227;o &#224; Doc&#234;ncia - Pibid, e como espec&#237;fico, analisar se o Pibid, enquanto atividade de inicia&#231;&#227;o &#224; doc&#234;ncia, pode ser considerado como Est&#225;gio Curricular Supervisionado. A pesquisa apresenta uma abordagem qualitativa por meio de pesquisa documental de estudos da literatura sobre a forma&#231;&#227;o inicial de professores e de documentos oficiais, analisando as concep&#231;&#245;es e a&#231;&#245;es que norteiam o ECS, o Pibid e a pol&#237;tica de forma&#231;&#227;o de professores, os instrumentos legais que os fundamentam. O l&#243;cus da pesquisa &#233; o est&#225;gio nas licenciaturas e o Pibid desenvolvido pela PUC-SP. Esta pesquisa revela que o Pibid e o ECS apresentam semelhan&#231;as quanto aos princ&#237;pios estruturantes entre elas: a conex&#227;o entre teoria e pr&#225;tica, a pesquisa como estrat&#233;gia de reflex&#227;o na e sobre a a&#231;&#227;o, aproxima&#231;&#227;o das institui&#231;&#245;es formadoras IES e escolas p&#250;blicas de educa&#231;&#227;o b&#225;sica e a desmistifica&#231;&#227;o da cultura de superioridade de uma sobre a outra. Por outro lado as condi&#231;&#245;es objetivas de realiza&#231;&#227;o dos programas os diferenciam: o Est&#225;gio Curricular Supervisionado disp&#245;e de um menor v&#237;nculo espec&#237;fico com as escolas e fundamenta-se basicamente na observa&#231;&#227;o, enquanto no Pibid h&#225; o trabalho colaborativo, intercursos, desde o seu planejamento at&#233; a sua avalia&#231;&#227;o, envolvendo obrigatoriamente n&#227;o s&#243; os licenciandos como os professores das IES nas escolas de educa&#231;&#227;o b&#225;sica durante toda a implementa&#231;&#227;o do programa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents the scientific work carried out within the project "The Didactical-Pedagogical Formation of the Primary and Secondary Teacher" coordinated by Prof. Dr. Neide Aquino Noffs, within the teacher education research line, and has as main objective to analyze the concepts that guide the Supervised Curricular Internship (ECS) and the Institutional Program of Scholarships to Teaching Initiation - (Pibid), and particularly, examine whether Pibid, while an activity of teaching initiation could be considered as Supervised Internship. The research presents a qualitative approach through documentary research on studies on initial teacher education and official documents of the teacher education policy. The locus of research is the internship in undergraduate courses and the Pibid developed by PUC-SP. This research reveals that Pibid and the ECS have similarities as to the underlying principles, including: the connection between theory and practice, research and reflection strategy in and on the action, approximation between Higher Education Institutions and Public Schools and demystification of the superiority of one&#8217;s culture over the other. On the other hand the objective conditions of concretization of the programs differentiate it: Supervised Curricular Internship has a smaller and specific link with Schools and is based primarily on observation, while in Pibid's, the collaborative work, inter-courses, happens since its planning stage until the evaluation phase, involving teachers of both institutions throughout the implementation of the program.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pibid]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Curricular Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica Pública]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Pibid]]></kwd>
<kwd lng="en"><![CDATA[Supervised Curricular Internship]]></kwd>
<kwd lng="en"><![CDATA[Public Basic Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SETTON]]></surname>
<given-names><![CDATA[Maria da Graça Jacintho]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A teoria do habitus em Pierre Bordieu: uma leitura contemporânea.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<numero>20</numero>
<issue>20</issue>
<page-range>60-70</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
