<?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>S1984-71142021000100015</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v21n1.p15-24</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTÁGIO CURRICULAR SUPERVISIONADO NA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA: UMA ANÁLISE CURRICULAR]]></article-title>
<article-title xml:lang="en"><![CDATA[SUPERVISED CURRICULAR INTERNSHIP IN PHYSICAL EDUCATION TEACHER FORMATION: A CURRICULAR ANALYSIS]]></article-title>
<article-title xml:lang="es"><![CDATA[PASANTÍA SUPERVISADA EN LA FORMACIÓN DE PROFESORES DE EDUCACIÓN FÍSICA: UN ANÁLISIS CURRICULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Evanildo Filho]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães Junior]]></surname>
<given-names><![CDATA[Antonio Germano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>15</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142021000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142021000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142021000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O Estágio Curricular Supervisionado é um componente que, quando bem planejado e operacionalizado, pode contribuir na constituição de saberes, conhecimentos, atitudes e valores de todos os envolvidos. Destarte, objetiva-se, aqui, compreender a organização e a concepção de Estágio Curricular Supervisionado expressa nos documentos orientadores dos cursos de licenciatura em Educação Física de duas universidades públicas do Estado do Ceará, descortinando a relação destas concepções com as que são postas pela legislação educacional e pela literatura cientí&#64257;ca atual. Para tanto, adota-se um estudo descritivo, exploratório de abordagem qualitativa. Como aporte teórico- metodológico utilizam-se os escritos de Ghedin, Oliveira e Almeida (2015), Lima (2012), Pimenta e Lima (2017), Piconez et al. (2012) e Zabalza (2014). As análises foram a partir do método hermenêutico- dialético de Minayo (2000), com auxílio do Software IRAMUTEQ, versão 0.7 alpha 235. As orientações denotam uma concepção de Estágio relacionada a uma atividade teórico-prática, que pode estimular a re&#64258;exão e o redimensionamento da formação, da constituição de saberes e da construção da identidade docente. Ademais, sugerimos caminhos que podem potencializar os processos formativos nesse componente curricular, por exemplo, a aproximação do licenciando com a realidade escolar desde os primeiros semestres do curso e a integração da postura investigativa a partir do &#8220;Estágio com pesquisa&#8221; ou &#8220;pesquisa no Estágio&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The Supervised Curricular Internship is a component that, when well planned and implemented, can contribute to the constitution of knowledge, skills, attitudes, and values of all those involved. The study aimed to understand the organization and conception of the Supervised Curricular Internship expressed in the guiding documents of the Physical Education courses at two public universities in the state of Ceará, emphasizing the relationship of these conceptions with those that are recommended by the educational legislation and current scienti&#64257;c literature. Thus, a descriptive and exploratory study with a qualitative approach was used. As a theoretical and methodological contribution, it was used the writings of Ghedin, Oliveira &amp; Almeida (2015), Lima (2012), Pimenta &amp; Lima (2017), Piconez et al. (2012) and Zabalza (2014). The analyses were based on the hermeneutic- dialectical method of Minayo (2000), with the aid of the IRAMUTEQ Software version 0.7 alpha 235. The guidelines indicate a concept of Internship related to a theoretical-practical activity, which can stimulate re&#64258;ection and the rescaling of training, the constitution of knowledge, and the construction of the teaching identity. Furthermore, it is suggest ways that can strengthen the formative processes in this curricular component, for example, the students approximation to the school reality since the &#64257;rst semesters of the course and the integration of the investigative attitude from the &#8220;Internship with research&#8221; or &#8220;research in the Internship&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La Pasantía Curricular Supervisada es un componente que, bien plani&#64257;cado y operacionalizado, puede contribuir a la constitución de conocimientos, conocimientos, actitudes y valores de todos los involucrados. Nuestro objetivo es comprender la organización y el concepto de Pasantía Curricular Supervisada expresado en los documentos rectores de las carreras de Educación Física de universidades públicas del Estado de Ceará, desvelando la relación de estas concepciones con las planteadas por la legislación educativa y la literatura cientí&#64257;ca actual. Para ello, se adoptó un estudio exploratorio descriptivo con enfoque cualitativo. Como aporte teórico y metodológico, se utilizaron los escritos de Ghedin, Oliveira y Almeida (2015), Lima (2012), Pimenta y Lima (2017), Piconez et al. (2012) y Zabalza (2014). Los análisis se basaron en el método hermenéutico-dialéctico de Minayo (2000), con la ayuda del Software IRAMUTEQ versión 0.7 alpha 235. Los lineamientos denotan un concepto de Pasantía relacionado con una actividad teórico-práctica, que puede estimular la re&#64258;exión y el redimensionamiento de la formación, la constitución del conocimiento y la construcción de la identidad docente. Además, sugerimos formas que pueden potenciar los procesos de formación en este componente curricular, por ejemplo, la aproximación del egresado con la realidad escolar desde los primeros semestres del curso y la integración de la postura investigadora de la &#8220;Práctica con la investigación &#8221;O&#8220; investigación en la pasantía &#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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