<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200210</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.4348</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE NO CURSO DE PEDAGOGIA: REPRESENTAÇÕES SOCIAIS DE PROFESSORES SUPERVISORES DE ESTÁGIO SOBRE DOCÊNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING TRAINING IN THE PEDAGOGY COURSE: SOCIAL REPRESENTATIONS OF TECHING INTERNSHIP SUPERVISORY]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DOCENTE EM EL CURSO DE PEDAGOGIA: REPRESENTACIONES SOCIALES DE LOS PROFESSORES SUPERVISORES EM PRÁCTICA DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Antônia Maíra Emelly Cabral da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Elda Silva do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo é um recorte da tese de doutoramento apresentada ao programa de pós-graduação em Educação da Universidade Federal do Rio Grande do Norte (UFRN). Diante da amplitude da referida pesquisa, optamos, para o momento, analisar a representação social de professores supervisores acadêmicos de estágio supervisionado sobre docência. Quanto à metodologia, é uma pesquisa de abordagem qualitativa que se fundamenta na Teoria das Representações Sociais (Moscovici, 1978), com esse respaldo, discutimos os resultados da entrevista semiestruturada aplicada a professores universitários que ministram disciplinas de estágio supervisionado no curso de Pedagogia da Universidade do Estado do Rio Grande Norte-UERN. Para análise dos dados utilizamos a técnica de categorização sob a égide da Análise de Conteúdo (Bardin, 2011), com uso da análise temática e categorial. Como resultados ponderamos que a representação social de docência se alicerça na história de vida, na trajetória enquanto estudantes e nas experiências vivenciadas no cotidiano da profissão. No mais, foi possível identificar alguns elementos que podem caracterizar a existência de um habitus que engendra a prática desses sujeitos e reverberam nas representações sociais sobre a profissão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study is a clipping of the doctoral thesis presented to the graduate program in Education at the Universidade Federal do Rio Grande do Norte (UFRN). In the face of the breadth of the aforementioned research, we have chosen, for the moment, to analyze the social representation of supervising teachers academic of supervised on teaching internships. As for the methodology, it is a research with a qualitative approach that is based on the Theory of Social Representations (Moscovici, 1978), with this support, we discuss the results of the semi-structured interview applied to university masters who teach supervised internship disciplines in the Pedagogy course at the Universidade do Estado do Rio Grande Norte-UERN.For data analysis we used the categorization technique under the aegis of Content Analysis (Bardin, 2011), using thematic and categorical analysis. As a result, we consider that the social representation of teaching is based on the life&#8217;s history, in the trajectory as students and in the experiences lived in the daily life of the profession. Furthermore, it was possible to identify some elements that can characterize the existence of a habitus that engenders the practice of these subjects and reverberates in social representations about the profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio es un extracto de la tesis doctoral presentada al Programa de Posgrado en Educación de la Universidad Federal de Rio Grande do Norte (UFRN). Dada la amplitud de esta investigación, se ha optado, por el momento, por analizar la representación social de los profesores supervisores académicos de prácticas supervisadas en docencia. En cuanto a la metodología, se trata de una investigación con enfoque cualitativo, que se basa en la Teoría de las Representaciones Sociales (MoscovicI, 1978). Con este apoyo, se discuten los resultados de la entrevista semiestructurada aplicada a profesores universitarios que imparten prácticas supervisadas. disciplinas en el curso de Pedagogía de la Universidad del Estado de Rio Grande Norte-UERN. Para el análisis de los datos se utilizó la técnica de categorización bajo la égida del Análisis de Contenido (Bardin, 2011), utilizando análisis temático y categórico. Como resultados, se considera que la representación social de la docencia se basa en la historia de la vida, en la trayectoria como estudiantes y en las vivencias vividas en la vida cotidiana de la profesión. Además, fue posible identificar algunos elementos que pueden caracterizar la existencia de un habitus que engendra la práctica de estos sujetos y repercute en las representaciones sociales sobre la profesión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[Habitus]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais.]]></kwd>
<kwd lng="en"><![CDATA[Teaching profession]]></kwd>
<kwd lng="en"><![CDATA[Habitus]]></kwd>
<kwd lng="en"><![CDATA[Social representations.]]></kwd>
<kwd lng="es"><![CDATA[Profesión docente]]></kwd>
<kwd lng="es"><![CDATA[Habitus]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales.]]></kwd>
</kwd-group>
</article-meta>
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