<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100226</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e10986</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Residência Pedagógica e o Estágio Supervisionado: principais diferenças na inserção profissional de futuros docentes]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa de Residencia Pedagógica y Práctica Supervisada: principales diferencias en la inserción profesional de futuros docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Residence Program and Supervised Internship: main differences in the profession insertion of future teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tardin]]></surname>
<given-names><![CDATA[Heitor Perrud]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ananias]]></surname>
<given-names><![CDATA[Elisangela Venancio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</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=S2448-35832023000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Programa Residência Pedagógica (PRP) estabeleceu-se como dispositivo de inserção profissional, mas, como os Estágios Supervisionados (ES) já desempenham esse papel nos cursos de formação de professores, estabeleceu-se um campo de disputas, com impacto na formação. Este estudo objetivou: levantar-se, analisar e compreender as propostas do PRP em diálogo com os ES, considerando a BNC-Formação. Trata-se de um estudo qualitativo, utilizando análise documental e bibliográfica como técnicas de pesquisa. A legislação e os estudos sobre a formação de professores indicam que ambas propostas contribuem para o campo da docência, com características próprias, por vezes, complementares, mas não concorrentes. Com isso, propõe-se que o PRP aconteça como Residência Médica, no âmbito da pós-graduação, e os ES em sua singularidade, mantendo a formação inicial de forma democrática, acessível e como parte do percurso formativo de professores. Nesta proposição, recursos financeiros e formativos destinados ao PRP seriam redimensionados como proposta de desenvolvimento profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Programa de Residencia Pedagógica (PRP) se ha establecido como un dispositivo de inserción profesional. Sin embargo, dado que los Estágios Supervisionados (ES) ya desempeñan este papel en los cursos de formación de profesores, ha surgido un campo de disputas que afecta la formación. Este estudio tuvo como objetivo: identificar, analizar y comprender las propuestas del PRP en diálogo con los ES, teniendo en cuenta la Base Nacional Común de Formación Docente (BNC-Formación). Es un estudio cualitativo que utiliza el análisis documental y bibliográfico como técnicas de investigación. La legislación y los estudios sobre la formación de profesores indican que ambas propuestas contribuyen al campo docente, con características propias, a veces complementarias pero no competitivas. Por lo tanto, se propone que el PRP se lleve a cabo como una Residencia Médica a nivel de posgrado, y los ES en su singularidad, manteniendo la formación inicial de manera democrática, accesible y como parte del recorrido formativo del profesor. En esta propuesta, los recursos financieros y formativos asignados al PRP se redistribuirían como una iniciativa de desarrollo profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Pedagogical Residency Program (PRP) has established itself as a professional insertion device. However, as Supervised Internships (SI) already play this role in teacher training courses, a field of disputes has emerged, impacting education. This study aimed to identify, analyze, and understand the proposals of the PRP in dialogue with SI, considering the National Curricular Base for Teacher Education (BNC-Training). It is a qualitative study, using documentary and bibliographic analysis as research techniques. Legislation and studies on teacher training indicate that both proposals contribute to the teaching field, with their own characteristics, sometimes complementary but not competitive. Thus, it is proposed that the PRP be implemented as Medical Residency at the postgraduate level, and ES in their singularity, maintaining initial training in a democratic, accessible manner as part of the teacher's formative journey. In this proposal, financial and training resources allocated to the PRP would be reallocated as a professional development initiative.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Residência Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente.]]></kwd>
<kwd lng="es"><![CDATA[Residencia Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Práctica Supervisada]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Práctica Docente.]]></kwd>
<kwd lng="en"><![CDATA[pedagogical residence]]></kwd>
<kwd lng="en"><![CDATA[supervised internship]]></kwd>
<kwd lng="en"><![CDATA[initial education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching practice.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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