<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000100002</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p02-20</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO INICIAL DOCENTE: VIVÊNCIAS E NECESSIDADES PERCEBIDAS POR LICENCIANDOS]]></article-title>
<article-title xml:lang="en"><![CDATA[INITIAL TEACHER TRAINING: EXPERIENCES AND NEEDS PERCEIVED IN UNDERGRADUATES]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN INICIAL DOCENTE: EXPERIENCIAS Y NECESIDADES PERCIBIDAS POR ESTUDIANTES DE PROFESORADO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Adelar Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stobäus]]></surname>
<given-names><![CDATA[Claus Dieter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>02</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo apresenta viv&#234;ncias de forma&#231;&#227;o de licenciandos, a partir de suas experi&#234;ncias acad&#234;micas na rela&#231;&#227;o entre a institui&#231;&#227;o formadora e a escola, entre a vida estudantil e pessoal, as rela&#231;&#245;es interpessoais entre os sujeitos envolvidos, entre a teoria e a pr&#225;tica e as demandas de forma&#231;&#227;o. Participaram do estudo qualitativo, em 2012, sessenta e oito licenciandos de uma institui&#231;&#227;o privada do Estado do Paran&#225;. A coleta de dados foi realizada por meio de question&#225;rio, tratado com an&#225;lise de conte&#250;do, do qual se apresenta a categoria emergida: viv&#234;ncias e necessidades de forma&#231;&#227;o percebidas na licenciatura. Como resultados, destacam-se, principalmente, as experi&#234;ncias positivas de autoavalia&#231;&#227;o sobre atua&#231;&#227;o nos est&#225;gios; a constru&#231;&#227;o de uma identidade profissional; os desafios pessoais e acad&#234;micos durante a forma&#231;&#227;o; as discrep&#226;ncias entre teoria e pr&#225;tica; a falta de apoio dos professores da escola; a necessidade de maior carga hor&#225;ria com a pr&#225;tica; os sentimentos de instabilidade e a desvaloriza&#231;&#227;o profissional. Sugere-se a adequa&#231;&#227;o dos enfoques formativos com as demandas contextuais, desenvolvimento de tem&#225;ticas relacionadas ao mal-estar e bem-estar docente nos cursos de licenciatura, institucionaliza&#231;&#227;o de apoios aos licenciandos e otimiza&#231;&#227;o dos processos de intera&#231;&#227;o entre institui&#231;&#245;es e sujeitos envolvidos nesse processo formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article presents the training experiences of undergraduates, based on their academic experiences of the relationship between the training institution and the school, between the academic and the personal life, the interpersonal relations between the individuals involved, between theory and practice, and the demands of the training. Sixty-eight undergraduates from a private institution Paran&#225; State participated in the qualitative study, in 2012. Data were collected through a questionnaire, and submitted to content analysis, from which the emerging category is presented: perceived experiences and training needs of the licentiate degree. As results, we highlight, in particular, the positive experiences of self-evaluation of performance in stages; building a professional identity; personal and academic challenges during training; discrepancies between theory and practice; a lack of support from school teachers; the need to incorporate more hours of practice in the timetable; feelings of instability and professional devaluation. It is suggested that training approaches be adapted to meet the contextual demands, the development of themes related to sickness and well-being of students on licentiate degree programs, institutionalization of support for undergraduates, and optimizing processes of interaction between the institutions and individuals involved in this educational process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo presenta las experiencias de formaci&#243;n de estudiantes de profesorado a partir de sus experiencias acad&#233;micas en la relaci&#243;n entre la instituci&#243;n docente y la escuela, entre la vida de los estudiantes y la personal, las relaciones interpersonales entre los sujetos involucrados, entre la teor&#237;a y la pr&#225;ctica y las demandas de formaci&#243;n. Participaron del estudio cualitativo, en 2012, sesenta y ocho estudiantes de profesorado de una instituci&#243;n privada del Estado de Paran&#225;. La recolecci&#243;n de datos se realiz&#243; a trav&#233;s de un cuestionario tratado con an&#225;lisis de contenido, del cual presentamos la categor&#237;a emergida: experiencias y necesidades de formaci&#243;n percibidas en el profesorado. Como resultados, se destacan principalmente las experiencias positivas de autoevaluaci&#243;n sobre la actuaci&#243;n en las pr&#225;cticas, la construcci&#243;n de una identidad profesional, los desaf&#237;os personales y acad&#233;micos durante el formaci&#243;n, las discrepancias entre teor&#237;a y pr&#225;ctica, la falta de apoyo de los profesores de la escuela, la necesidad de m&#225;s horas con la pr&#225;ctica, los sentimientos de inestabilidad y la desvalorizaci&#243;n profesional. Se sugiere la adecuaci&#243;n de los enfoques de formaci&#243;n a las exigencias del contexto, el desarrollo de temas relacionados al malestar y bienestar docente en los cursos de profesorado, la institucionalizaci&#243;n de apoyos a los estudiantes de profesorado y la optimizaci&#243;n de los procesos de interacci&#243;n entre las instituciones y las personas involucradas en este proceso educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Demandas de formação]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[Degree]]></kwd>
<kwd lng="en"><![CDATA[Training demands]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de profesorado]]></kwd>
<kwd lng="es"><![CDATA[Exigencias de formación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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