<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242022000100302</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v5i0.8656631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estágio Docente em Questão: Experiências e Implicações]]></article-title>
<article-title xml:lang="es"><![CDATA[Etapa de Enseñanza en Pregunta: Experiencias y Implicaciones]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Stage in Question: Experiences and Implications]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutierre]]></surname>
<given-names><![CDATA[Liliane dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242022000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242022000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242022000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O trabalho docente e a própria prática educativa no ensino superior, seguidamente envolve dualidades entre formação e atuação, entre aquele que ensina (supervisor) e o outro que aprende (estagiário). O estudo, com base em experiências de formação à docência da Universidade Federal do Rio Grande do Norte, discute a questão do estágio no ensino superior como uma condição de possibilidade para pensar a educação de uma forma compartilhada, cujos princípios orientadores envolvem uma sensibilidade para com o outro, pelas evidências científico-profissionais relacionadas ao campo da gestão acadêmica e comunicacional no ensino superior. A investigação é viabilizada por meio de aportes teóricos desse campo e de experiências registradas em relatórios documentados de estágios strictu sensu, o que revela a necessidade de aprender a docência por meio de experiências cooperativas para a formação contemporânea de professores e para dar conta dos desafios atuais. Tal preocupação exige uma reviravolta formativa para superar as posições maniqueístas, promovendo a formação de professores universitários articulada à pós-graduação, assim como o intercâmbio de estudos, experiências cooperativas e práticas ao aprender a ser professor, desenvolvendo o pensar reflexivo do pós-graduando com o docente em uma variedade de situações interdisciplinares, reveladas na circularidade do planejar, avaliar e compreender a própria constituição conjunta da organização didática que envolve o estágio de docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El trabajo docente y la práctica educativa en sí misma en la educación superior implican dualidades entre capacitación y desempeño, entre el que enseña (supervisor) y el otro que aprende (pasante). El estudio, basado en experiencias de formación docente en la Universidad Federal de Río Grande del Norte, analiza la cuestión de la pasantía en educación superior como una condición de posibilidad de pensar en la educación de manera compartida, cuyos principios rectores implican una sensibilidad hacia el otro, por la evidencia científico-profesional relacionada con el campo de la gestión académica y comunicacional en la educación superior. La investigación es posible gracias a las contribuciones teóricas de este campo y las experiencias registradas en los informes de prácticas documentados estrictamente sensuales, lo que revela la necesidad de aprender a enseñar a través de experiencias cooperativas para la formación docente contemporánea y para hacer frente a los desafíos actuales. Dicha preocupación requiere un cambio formativo para superar las posiciones maniqueas, promoviendo la formación de docentes universitarios articulados al postgrado, así como el intercambio de estudios, experiencias y prácticas cooperativas al aprender a ser docente, desarrollando el pensamiento reflexivo del postgrado con El maestro en una variedad de situaciones interdisciplinarias, revelado en la circularidad de la planificación, evaluación y comprensión de la constitución conjunta de la organización didáctica que involucra la etapa de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teaching work and the educational practice itself in higher education then involves dualities between training and performance, between the one who teaches (supervisor) and the other who learns (intern). The study, based on experiences of teacher education at the Federal University of Rio Grande do Norte, discusses the question of internship in higher education as a condition of possibility to think about education in a shared way, whose guiding principles involve a sensitivity towards the other, for the scientific-professional evidence related to the field of academic and communicational management in higher education. The research is made possible through theoretical contributions of this field and experiences recorded in strictu sensu documented internship reports, which reveals the need to learn teaching through cooperative experiences for contemporary teacher education and to cope with current challenges. Such concern requires a formative turnaround to overcome the Manichean positions, promoting the formation of university teachers articulated to the postgraduate, as well as the exchange of studies, cooperative experiences and practices when learning to be a teacher, developing the reflective thinking of the postgraduate with the teacher in a variety of interdisciplinary situations, revealed in the circularity of planning, evaluating and understanding the very joint constitution of the didactic organization that involves the teaching stage.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Experiências cooperativas]]></kwd>
<kwd lng="es"><![CDATA[Pasantía docente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Experiencias cooperativa]]></kwd>
<kwd lng="en"><![CDATA[Teaching internship]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Cooperative experiences]]></kwd>
</kwd-group>
</article-meta>
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