<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100135</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.73006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções de licenciandos sobre a Filosofia, seu ensino e a vivência do Estágio Curricular Supervisionado]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching undergraduate students&#8217; perceptions of Philosophy, its teaching and the experience of Supervised Curricular Internship]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Fábio Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Ademir Aparecido Pinhelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Jacarezinho Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Secretaria de Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Jacarezinho Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo aborda as percepções sobre a Filosofia, seu ensino e a vivência do Estágio Curricular Supervisionado na perspectiva de licenciandos de um curso de Filosofia de uma universidade pública do Paraná. Tendo como sujeitos de pesquisa discentes matriculados nos dois últimos anos do curso (3º e 4º), os dados foram coletados por questionário aplicado a 46 participantes, além de entrevista com 37 sujeitos. A metodologia para análise dos dados foi a análise textual discursiva, da qual emergiram os significantes elementares que caracterizaram as respostas dadas, as quais foram codificadas de acordo com a presença ou ausência de cada um dos significantes associados às questões. Em seguida, realizou-se a análise de clusters, em que os sujeitos foram agrupados por similaridade, de acordo com as semelhanças nas respostas ao questionário. Os resultados dos quatros clusters permitem apontar que um ensino de Filosofia como experiência filosófica é de grande importância no contexto do ensino da disciplina e que o Estágio Supervisionado é um momento particular na vida do licenciando, que contribui para o desenvolvimento de sua formação integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper addresses the perceptions about Philosophy, its teaching and the experience of the Supervised Curricular Internship from the perspective of teaching undergraduate students of a Philosophy course at a public university in Paraná, Brazil. Having as research subjects students enrolled in the last two years of the course (3rd and 4th), data were collected through a questionnaire applied to 46 participants, in addition to interviews with 37 subjects. The methodology for data analysis was the discursive textual analysis, from which emerged the elementary signifiers that characterized the answers given, which were coded according to the presence or absence of each of the signifiers associated with the questions. Then, the cluster analysis was performed, in which the subjects were grouped by similarity, according to the similarities in the responses to the questionnaire. The results of the four clusters allowed us to point out that teaching Philosophy as a philosophical experience is of great importance in the context of teaching the discipline and that the Supervised Internship is a particular moment in the life of the teaching undergraduate students, which contributes to the development of their integral education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Experiência filosófica]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura em Filosofia]]></kwd>
<kwd lng="en"><![CDATA[Philosophical experience]]></kwd>
<kwd lng="en"><![CDATA[Supervised Internship]]></kwd>
<kwd lng="en"><![CDATA[Philosophy teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching degree in Philosophy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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