<?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[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>S1809-38762019000100079</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p79-106</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONSONÂNCIAS E DISSONÂNCIAS ENTRE REFLEXÕES DE LICENCIANDOS EM ESTÁGIO E O CURRÍCULO: O CASO DA LICENCIATURA EM INFORMÁTICA/COMPUTAÇÃO DA UECE/UAB]]></article-title>
<article-title xml:lang="en"><![CDATA[CONSONANCE AND DISSONANCE AMONG TEACHERS' REFLECTION ON PRACTICAL PERIOD AND THE CURRICULUM: THE CASE OF GRADUATION IN COMPUTING UECE/UAB]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[Francisca Lindvania da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACHADO]]></surname>
<given-names><![CDATA[Adriano Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS JÚNIOR]]></surname>
<given-names><![CDATA[Francisco Ranulfo Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste estudo foi investigar as relações entre currículo e atividades atinentes ao magistério, partindo do problema: Quais são as consonâncias e as dissonâncias entre expressões reflexivas de licenciandos concludentes em Informática/Computação, que cursaram, na íntegra, o estágio curricular obrigatório e os currículos da formação e da prática docente do professor de Informática/Computação? Como metodologia de pesquisa, foi utilizada a análise categorial, técnica da Análise de Conteúdo proposta por Bardin (1977), que norteou a categorização de dezesseis temáticas, emersas a partir de leituras, interpretações e análises de cento e quarenta e seis comentários coletados de três fóruns de discussão, referentes às três disciplinas do estágio cursado, tarefas requeridas dos licenciandos no MOODLE. Após o processo de categorização, as dezesseis temáticas foram discutidas com base em proposições curriculares nacionais sobre formação/prática docente, que ocorre tanto no espaço acadêmico como no escolar. Seis consonâncias e quatro dissonâncias são os principais resultados deste estudo e evidenciam fatores que circundam o ensino e a formação educacional em Informática/Computação, principalmente no contexto que foi delineado na investigação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this study was to investigate the relationship between curriculum and activities related to teaching, starting from the problem: What are the consonances and dissonances between reflective expressions of graduates in Computing/Computer Science, who studied in full the compulsory curricular and the curriculum on teacher education and practice of Computing/Computer Science? As a research methodology, the categorical analysis of the Content Analysis technique proposed by Bardin (1977) was used, which guided the categorization of sixteen themes, based on readings, interpretations and analyzes of one hundred and forty-six comments collected from three discussion forums, related to the three subjects of the internship, tasks required of the graduates in the MOODLE. After the categorization process, the sixteen themes were discussed on the basis of national curricular propositions on teacher training/practice, which occurs in both academic and scholastic space. Six consonances and four dissonances are the main results of this study and evidence factors that surround the teaching and educational formation in Computing/Computer Science, mainly in in the context that was outlined in the research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Consonâncias]]></kwd>
<kwd lng="pt"><![CDATA[Dissonâncias]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="pt"><![CDATA[Computação]]></kwd>
<kwd lng="en"><![CDATA[Consonance]]></kwd>
<kwd lng="en"><![CDATA[Dissonance]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Computing]]></kwd>
</kwd-group>
</article-meta>
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