<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922019000400017</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i4.8652391</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTÁGIO DOCENTE COMO PRÁTICA PEDAGÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER&#8217;S STAGE AS TEACHING PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICA DOCENTE COMO PRÁCTICA PEDAGÓGICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sengik]]></surname>
<given-names><![CDATA[Aline Sberse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Timm]]></surname>
<given-names><![CDATA[Jordana Wruck]]></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[,Prefeitura Municipal de Tapes  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,URI Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<fpage>979</fpage>
<lpage>993</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000400017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000400017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000400017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo busca refletir sobre a relevância do estágio docente na formação de professores, durante a realização de um Curso de Formação Pedagógica ou de Mestrado/Doutorado. Nesse sentido, acredita-se que a prática realizada em sala de aula, pelo profissional estagiário pode e deve ser melhor instrumentalizado pedagogicamente. Faz-se uma análise baseada nas Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica (BRASIL, 2002), sendo adotado para o referencial teórico, entre outros, Freire (2009), Nóvoa (1995), Palombini (2004), Pimenta; Lima (2005/2006), Ramirez; Stobäus (2010), Tardif; Lessard (2005), Veiga (2010). Trata-se de uma reflexão teórico-prática sobre a experiência de estágio docente realizado para a disciplina de &#8220;Estágio Supervisionado II&#8221;, ao término do Programa Especial de Formação Pedagógica da Universidade de Caxias do Sul. O estudo teve como foco as análises das interações vivenciadas entre a professora e os alunos e analisou-se as possíveis resistências e entraves que essas relações ocasionam em sala de aula. Assim, possibilita comentar que o estágio é fundamental para a preparação do futuro professor, enquanto prática pedagógica, à medida que permite lidar com (im)previsibilidades, que envolvem o trabalho docente e que integra as teorias com as práticas; repensando, reavaliando e ressignificando suas ações em sala de aula, permitindo (re)conhecer realidades escolares, intervir, (re)avaliar (resultados pessoais e profissionais), possibilitando a esse futuro profissional uma maior flexibilidade perante as diversas demandas que resultam do trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to reflect on the relevance of teaching internship in teacher&#8217;s education, during performing a Course of Pedagogical Training or Master/Doctorate. In this sense, it is believed that the practice carried out in the classroom by the in stage professional can and should best instrumentalize he/her pedagogically. It was made an analysis based on the National Curriculum Guidelines for the Basic Education Teacher Training (BRAZIL, 2002), and adopted for the theoretical referential, among others, Freire (2009), Nóvoa (1995), Palombini (2004), Pimenta; Lima (2005/2006), Ramirez; Stobäus (2010), Tardif; Lessard (2005), Veiga (2010). This is a theoretical and practical reflection on teacher&#8217;s education experienced on the discipline "Supervised Stage II", at the end Special Program of Teacher Education, at the University of Caxias do Sul. The research focused on the analysis of experienced interactions of the teachers with their students, and they analyzed about the possible resistances and obstacles that these relations can cause in the classroom. Allows comments that the stage is critical in the preparation of future teachers while teaching practice, as it allows to handle (im)predictabilities involving the teaching work and integrating theories with practices, rethinking, reevaluating and giving new meaning to their actions in the classroom. Also allows (re)know school realities, intervene, (re)assess (personal and professional results), making it possible for this future professional to be more flexible in face of the various demands that result from teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo busca reflexionar sobre la relevancia de la práctica docente en la formación de profesores, durante la realización de un Curso de Formación Pedagógica o de Maestría/Doctorado. En ese sentido, se cree que la práctica realizada en el aula por el profesional en prácticas puede y debe mejor instrumentalizado pedagógicamente. Se hace un análisis basado en las Directrices Curriculares Nacionales para la Formación de Profesores de la Educación Básica (BRASIL, 2002), para el cual fue adoptado para el referencial teórico, entre otros, Freire (2009), Nóvoa (1995), Palombini (2004), Pimenta; Lima (2005/2006), Ramirez; Stobäus (2010), Tardif; Lessard (2005), Veiga (2010). Se trata de una reflexión teórico-práctica sobre la experiencia de práctica docente realizada para la disciplina de "Práctica Supervisada II", al término del Programa Especial de Formación Pedagógica de la Universidad de Caxias do Sul. El estudio tuvo como foco los análisis de las interacciones vivenciadas entre la profesora y los alumnos, y se analizó las posibles resistencias y trabas que esas relaciones ocasionan en el aula. Así, permite comentar que la práctica supervisada es fundamental para la preparación del futuro profesor, en cuanto práctica pedagógica, a medida que permite lidiar con (im)previsiones que involucran el trabajo docente y que integra las teorías con las prácticas; repensando, reevaluando y resignificando sus acciones en el aula, permitiendo (re)conocer realidades escolares, intervenir, (re)evaluar (resultados personales y profesionales), permitiendo a ese futuro profesional una mayor flexibilidad ante las diversas demandas que resultan del trabajo docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Práctica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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