<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100143</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s15645</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PARCERIA ENTRE UNIVERSIDADE E ESCOLA NO ESTÁGIO SUPERVISIONADO: A EXPERIÊNCIA EM QUEBEC]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL-UNIVERSITY PARTNERSHIP IN THE SUPERVISED PRACTICE: THE QUEBEC EXPERIENCE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ALIANZA ENTRE UNIVERSIDAD Y ESCUELA EN LAS PRÁCTICAS SUPERVISADAS: LA EXPERIENCIA EN QUEBEC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vedovatto]]></surname>
<given-names><![CDATA[Dijnane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Cecília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Montreal  ]]></institution>
<addr-line><![CDATA[Quebec ]]></addr-line>
<country>Canadá</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>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As parcerias entre universidade e escola são importantes para o desenvolvimento dos estágios na formação de professores. Porém, no Brasil há muitas fragilidades sobre isso, embora se observem algumas iniciativas exitosas em parceria. Experiências internacionais revelam avanços nessa questão, em especial no caso de Quebec, que, com base no modelo profissional de formação, possui um Centro de Formação Inicial de Mestres (CFIM), no qual o estágio supervisionado tem destaque para a formação de professores. O objetivo foi compreender, no caso de Quebec, a parceria entre universidade e escola nos estágios. O quadro teórico se pauta na profissionalização dos professores. A pesquisa qualitativa é um estudo de caso, do tipo intrínseco. Para coleta de dados foram feitas entrevistas semiestruturadas com coordenadores de programas de formação da universidade canadense. Os resultados indicam uma estrutura que favorece a parceria entre universidade e escolas, fruto de uma política de formação docente. Alguns elementos do trabalho desenvolvido em Quebec podem inspirar reflexões sobre as possibilidades de trabalho no contexto de formação docente no Brasil, visando uma política na qual os estágios adquiram maior centralidade na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Despite the importance of partnerships between universities and schools for teacher internship programs, such an initiative shows considerable weaknesses in Brazil. International experiences show advances in this matter, especially the Quebec case &#8211; which includes a Teacher Training Center (CFIM) based on the professional training model whereby teacher training plays a key role in supervised internship. This study sought to understand the school&#8211;university partnership in supervised practice in Quebec, considering teachers&#8217; professionalization. This qualitative research consists of an intrinsic case study conducted with data collected by means of semi-structured interviews with coordinators of training programs at the Canadian university. The results indicate a teacher training policy that favors partnership between universities and schools. Some elements of the work developed in Quebec can stimulate reflections on work possibilities in the context of teacher training in Brazil, aiming at a policy that grants greater centrality to internships in teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La alianza entre universidad y escuela es importante para el desarrollo de pasantías en la formación del profesorado. Sin embargo, en Brasil hay muchas debilidades al respecto a pesar de que existen algunas iniciativas exitosas. Las experiencias internacionales revelan avances, en particular en el caso de Quebec (Canadá), que, desde el modelo de formación profesional, cuenta con un Centro de Formación de Profesores (CFIM) en el que se destaca la pasantía supervisada para la formación del profesorado. Este artículo tuvo por objetivo comprender la alianza entre universidad y escuela en las pasantías en Quebec. El marco teórico se basa en la profesionalización del profesorado. Este es estudio de caso, cualitativo, de tipo intrínseco. Para la recolección de datos, se realizaron entrevistas semiestructuradas con coordinadores de programas de capacitación en la universidad canadiense. Los resultados indican que la estructura favorece la alianza entre universidades y escuelas, como resultado de una política de formación docente. Algunos elementos del trabajo desarrollado en Quebec pueden inspirar reflexiones sobre las posibilidades de trabajo en el contexto de la formación docente en Brasil, apuntando a una política en la que las pasantías adquieran mayor centralidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Estágios supervisionados]]></kwd>
<kwd lng="pt"><![CDATA[Universidade e escola]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Supervised internships]]></kwd>
<kwd lng="en"><![CDATA[Partnership]]></kwd>
<kwd lng="en"><![CDATA[School and university]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Pasantías supervisadas]]></kwd>
<kwd lng="es"><![CDATA[Escuela y universidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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