<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100404</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e249090</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O estágio curricular supervisionado e a identidade docente: as ementas dos cursos de Geografia licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Supervised curricular internships and teaching identity: the syllabi of geography bachelor&#8217;s degree courses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michielin]]></surname>
<given-names><![CDATA[Carolina Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Rosa Elisabete Militz Wypyczynski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Centro de Ciências Humanas e da Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100404&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100404&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100404&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo analisar as perspectivas do Estágio Supervisionado, nos cursos de Geografia Licenciatura da região Sul do Brasil e a constituição da formação e identidade docente, a partir das relações estabelecidas nos Projetos Pedagógicos desses cursos. Tem sua metodologia pautada na Análise Textual Discursiva, que busca uma leitura dos dados analisados, transitando entre as duas formas: as análises de conteúdo e as análises de discurso, sendo a chave para o estudo dos Projetos Pedagógicos dos Cursos, especificamente as ementas dos estágios de cada universidade selecionada para a pesquisa, a Universidade Estadual de Maringá, a Universidade do Estado de Santa Catarina e a Universidade Federal do Rio Grande. A proposição dos objetivos e a análise do material empírico possibilitaram identificar três distintas realidades, a partir da leitura dos Projetos Pedagógicos dos Cursos, cada uma com suas singularidades e particularidades, em relação a sua contribuição quanto a formação inicial dos futuros professores de Geografia. Existem, afinal, cursos que potencializam certas identidades, cursos que priorizam alguns modelos de formação conforme suas necessidades profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the perspectives of supervised internship, in geography degree courses, in southern Brazil and the constitution of teaching training and identity, based on the relationships established in the Pedagogical Projects of these courses. Its methodology is based on Discursive Textual Analysis, which seeks to read the analyzed data, moving between the two forms: content analysis and discourse analysis, being the key to the study of the courses&#8217; Pedagogical Projects, specifically the internship syllabi from each university selected for the research, such as Universidade Estadual de Maringá, Universidade do Estado de Santa Catarina and Universidade Federal do Rio Grande. The proposition of objectives and analysis of empirical material made it possible to identify three distinct realities from the reading of the courses&#8217; Pedagogical Projects, each with its singularities and particularities in relation to its contribution to the initial training of future geography teachers. There are, after all, courses that enhance certain identities and courses that prioritize certain training models according to their professional needs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise textual discursiva]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Projeto pedagógico do curso]]></kwd>
<kwd lng="en"><![CDATA[Discursive textual analysis]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical project of the degree course]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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