<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352018000200171</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2018v56n48ID15176</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PIBID e a formação dos estudantes bolsistas da licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[PIBID and the training of undergraduate licentiate degree of scholarship students]]></article-title>
<article-title xml:lang="es"><![CDATA[El PIBID y la formación de los estudiantes becarios de la licenciatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deimling]]></surname>
<given-names><![CDATA[Natalia Neves Macedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>56</volume>
<numero>48</numero>
<fpage>171</fpage>
<lpage>201</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352018000200171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352018000200171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352018000200171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo analisar de que maneira as orienta&#231;&#245;es do PIBID t&#234;m sido desenvolvidas e percebidas por diferentes sujeitos na forma&#231;&#227;o dos estudantes da licenciatura, bolsistas de inicia&#231;&#227;o &#224; doc&#234;ncia. Para a constru&#231;&#227;o dos dados, foram realizadas entrevistas semiestruturadas com 48 bolsistas e 17 professores (supervisores, colaboradores e coordenadores) envolvidos em quatro subprojetos do PIBID de uma universidade p&#250;blica brasileira entre os anos de 2013 e 2014. Para a an&#225;lise desses dados, foram utilizadas as t&#233;cnicas de triangula&#231;&#227;o e categoriza&#231;&#227;o de dados. Entre outros aspectos, os resultados mostram que o Programa tem contribu&#237;do para a aprendizagem profissional dos estudantes, proporcionando-lhes a articula&#231;&#227;o entre os conhecimentos acad&#234;micos e os conhecimentos da experi&#234;ncia pr&#225;tica observada em seu contato com as escolas. Todavia, alguns aspectos indicados como limitantes, bem como a diferencia&#231;&#227;o que os professores e estudantes fazem entre o est&#225;gio curricular e o PIBID na forma&#231;&#227;o inicial, tamb&#233;m s&#227;o analisados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze how the PIBID guidelines have been developed and perceived by different subjects in the training of students at the undergraduate licentiate students, scholarship recipients for beginner teachers. For the construction of the data, we carried out semi-structured interviews with 48 scholarship students and 17 professors (supervisors, collaborators and coordinators) involved in four PIBID subprojects of a Brazilian public university between the years of 2013 and 2014. For the analysis of these data, triangulation and data categorization techniques were used. Among other aspects, the results show that the PIBID has been the Program has been contributed to the professional learning of students, providing them with the articulation between the academic knowledge and the knowledge of the practical experience observed in their contact with the schools. However, some aspects indicated as limiting, as well as the differentiation that teachers and students make between the curricular stage and the PIBID in the initial formation, are also analyzed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo tiene por objetivo de analizar de qu&#233; manera las orientaciones del PIBID han sido desarrolladas y percibidas por diferentes sujetos en la formaci&#243;n de los estudiantes de la licenciatura, becarios de iniciaci&#243;n a la docencia. Para la construcci&#243;n de los datos se realizaron entrevistas semiestructuradas con 48 becarios y 17 profesores (supervisores, colaboradores y coordinadores) involucrados en cuatro subproyectos del PIBID de una universidad p&#250;blica brasile&#241;a entre los a&#241;os 2013 y 2014. Para el an&#225;lisis de estos datos se utilizaron las t&#233;cnicas de triangulaci&#243;n y categorizaci&#243;n de datos. Entre otros aspectos, los resultados muestran que el Programa tiene contribuido al aprendizaje profesional de los estudiantes, proporcion&#225;ndoles la articulaci&#243;n entre los conocimientos acad&#233;micos y los conocimientos de la experiencia pr&#225;ctica observada en su contacto con las escuelas. Sin embargo, algunos aspectos indicados como limitantes, as&#237; como la diferenciaci&#243;n que los profesores y estudiantes hacen entre la etapa curricular y el PIBID en la formaci&#243;n inicial, tambi&#233;n son analizados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[PIBID]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[PIBID]]></kwd>
<kwd lng="en"><![CDATA[Initial formation]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[PIBID]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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