<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742025000100205</article-id>
<article-id pub-id-type="doi">10.1590/1980531411412</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ACOMPANHAMENTO E DESENVOLVIMENTO DO ESTÁGIO NA FORMAÇÃO DOCENTE EM EAD]]></article-title>
<article-title xml:lang="en"><![CDATA[ACCOMPANIMENT AND DEVELOPMENT OF THE INTERNSHIP IN TEACHER EDUCATION IN DE]]></article-title>
<article-title xml:lang="es"><![CDATA[ACOMPAÑAMIENTO Y DESARROLLO DE LA PASANTÍA EN LA FORMACIÓN DE PROFESORES EN EAD]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;ACCOMPAGNEMENT ET LE DÉVELOPPEMENT DU STAGE DANS LA FORMATION DES ENSEIGNANTS EN EAD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penteado]]></surname>
<given-names><![CDATA[Regina Zanella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarti]]></surname>
<given-names><![CDATA[Flavia Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (Unesp)  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (Unesp)  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute o estágio na formação docente em educação a distância quanto aos limites e às possibilidades para a socialização profissional de futuros professores, por meio do ambiente virtual de aprendizagem (AVA), considerado dispositivo de acompanhamento e de desenvolvimento do estágio curricular. A pesquisa empírica, de caráter qualitativo e enfoque descritivo e interpretativo, emprega análise de conteúdo em dados documentais escritos e audiovisuais do AVA de um curso de pedagogia. No dispositivo, investidas de caráter monológico e de autodidatismo, bem como a ausência de formadores e de acompanhamento, impõem limites ao desenvolvimento do estágio e à socialização profissional. Esses resultados permitem projetar questionamentos quanto ao modelo contemporâneo de formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses the internship in distance teacher education with regard to the limits and possibilities for the professional socialization of future teachers, through the virtual learning environment (VLE), considered as a device for accompanying and developing the curricular internship. Empirical research, of a qualitative nature and a descriptive and interpretative approach, uses content analysis of written and audiovisual documental data from the VLE of a pedagogy course. In the device, the monologic and self-taught attempts, as well as the absence of formers and accompanying, impose limits on the development of the internship and professional socialization. These results allows to question the contemporary model of teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute la pasantía en la formación de profesores en educación a distancia en términos de límites y posibilidades para la socialización profesional de los futuros profesores, a través del entorno virtual de aprendizaje (EVA), considerado como dispositivo de acompañamiento y desarrollo de la pasantía curricular. Esta investigación empírica cualitativa, con enfoque descriptivo e interpretativo, utiliza análisis de contenido de datos documentales escritos y audiovisuales del EVA de un curso de pedagogía. En el dispositivo, los intentos monológicos y autodidactas, así como la ausencia de formadores y de acompañamiento, imponen límites al desarrollo de la pasantía y a la socialización profesional. Estos resultados nos permiten cuestionar el modelo contemporáneo de formación de profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;article concerne le stage au sein de la formation des enseignants dans l&#8217;enseignement à distance, en termes de limites et de possibilités pour leur socialisation professionnelle, à travers l&#8217;environnement d&#8217;apprentissage virtuel (EAV), considéré comme un dispositif d&#8217;accompagnement et de développement du stage encadré. Recherche empirique qualitative, avec une approche descriptive et interprétative, qui fait appel à l&#8217;analyse de contenu des données documentaires écrites et audiovisuelles du l&#8217;EAV associé à un cursus de formation à la pédagogie. Dans le dispositif, le monologue et l&#8217;autodidaxie, ainsi que l&#8217;absence de formateurs et d&#8217;accompagnement, imposent des limites au développement du stage et à la socialisation professionnelle. Ces résultats permettent de mettre en question le modèle contemporain de formation des enseignants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[ESTÁGIO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO A DISTÂNCIA]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[INTERNSHIP]]></kwd>
<kwd lng="en"><![CDATA[DISTANCE EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[PASANTÍA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN A DISTÂNCIA]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[STAGE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT A DISTANCE]]></kwd>
</kwd-group>
</article-meta>
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