<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000100106</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n64.22352</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTÁGIO SUPERVISIONADO: DESDOBRAMENTOS PARA ESTUDANTES PÚBLICO DA EDUCAÇÃO ESPECIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SUPERVISED INTERNSHIP: DEVELOPMENTS FOR PUBLIC STUDENTS IN SPECIAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS SUPERVISADAS: DESDOBLAMIENTOS PARA ESTUDIANTES PÚBLICOS DE EDUCACIÓN ESPECIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Amanda Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rangni]]></surname>
<given-names><![CDATA[Rosemeire de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos, Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estágio supervisionado possui grande relevância nos cursos de licenciatura no Brasil, assim, para que o futuro professor possa expressar na prática os conhecimentos adquiridos, torna-se salutar que a formação inicial ofereça uma base teórica sólida em diferentes áreas de atuação da educação escolar, dentre elas o conhecimento sobre as pessoas Público da Educação Especial (PEE). Nesse sentido, este artigo teve como objetivo principal aprofundar o conhecimento sobre a formação inicial de professores/as e a prática de estágio supervisionado e como objetivos específicos: i) verificar e analisar as matrizes curriculares das disciplinas de estágio supervisionado dos cursos de Pedagogia referente à Educação Especial; ii) investigar como foram as experiências dos graduandos durante os estágios junto aos estudantes público da Educação Especial; e iii) caracterizar o perfil dos graduandos. A pesquisa foi exploratória e descritiva com 118 graduandos em Pedagogia e houve a aplicação de questionário para coleta de dados. Os resultados foram: a) as cargas curriculares demonstraram que as universidades apresentam a quantidade de horas estabelecidas por lei; b) A maioria dos graduandos mencionou experiência positiva com os estudantes público da Educação Especial, entretanto, apontaram dificuldades e fragilidades ao atuar; e c) os graduandos foram mulheres jovens em primeira graduação e que trabalhavam enquanto estudavam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The supervised internship has great relevance in undergraduate courses in Brazil, so that the future teacher can express in practice the knowledge acquired, it is salutary that the initial training offers a solid theoretical basis in different areas of school education, among them the knowledge about the Public of Special Education (PEE). In this sense, this article had as its main objective to deepen the knowledge about the initial formation of teachers and the practice of supervised internship and as specific objectives: i) to verify and analyze the curricular matrices of the disciplines of supervised internship of Pedagogy courses regarding Special Education; ii) to investigate how were the experiences of the undergraduate students during the internships with the public students of Special Education; and iii) to characterize the profile of the undergraduate students. The research was exploratory and descriptive with 118 Pedagogy undergraduate students, and a questionnaire was applied to collect data. The results were: a) the curricular loads demonstrated that the universities present the class hours established by law; b) most of the undergraduates mentioned positive experience with public students of Special Education, however, they pointed out difficulties and weaknesses when acting; and c) the undergraduates were young women in their first graduation and who worked while studying.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica supervisada tiene gran relevancia en los cursos de pregrado en Brasil, para que el futuro profesor pueda expresar en la práctica los conocimientos adquiridos, es saludable que la formación inicial ofrezca una sólida base teórica en diferentes áreas de actuación de la educación escolar, entre ellas el conocimiento sobre las personas Público de Educación Especial (PEE). En este sentido, este artículo tenía como objetivo principal profundizar en el conocimiento sobre la formación inicial del profesorado y la práctica de las prácticas tuteladas y como objetivos específicos: i) verificar y analizar las matrices curriculares de las disciplinas de prácticas supervisada de los cursos de Pedagogía referentes a la Educación Especial; ii) investigar cómo fueron las experiencias de los estudiantes durante las prácticas con los alumnos públicos de la Educación Especial; y iii) caracterizar el perfil de los estudiantes. La investigación fue exploratoria y descriptiva con 118 estudiantes graduados en Pedagogía y se aplicó un cuestionario para recoger datos. Los resultados fueron: a) las cargas curriculares demostraron que las universidades presentan la cantidad de horas establecidas por la ley; b) la mayoría de las estudiantes de grado mencionaron una experiencia positiva con estudiantes públicos de Educación Especial, sin embargo, señalaron dificultades y debilidades a la hora de actuar; y c) las estudiantes de grado eran mujeres jóvenes en primera graduación y que trabajaban mientras estudiaban.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial.]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[supervised internship]]></kwd>
<kwd lng="en"><![CDATA[initial training.]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[prácticas supervisadas]]></kwd>
<kwd lng="es"><![CDATA[formación inicial.]]></kwd>
</kwd-group>
</article-meta>
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