<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432018000100029</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2018.v27.n51.p29-44</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem profissional no estágio em creche: representatividade e significado atribuído a dimensões da pedagogia.]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional learning in a practicum with toddlers: representativeness and meaning of pedagogical dimensions]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje profesional en un prácticum en guarderías: representatividad y significado asignado a dimensiones de la pedagogía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Sara Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>27</volume>
<numero>51</numero>
<fpage>29</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432018000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A forma&#231;&#227;o profissional de educadores(as) de inf&#226;ncia para o trabalho em creche tem sido reconhecida como influente na qualifica&#231;&#227;o destes servi&#231;os, embora seja frequentemente caracterizada como insuficiente e/ou desajustada &#224;s necessidades associadas ao perfil e respetivas fun&#231;&#245;es profissionais. O presente estudo situase na forma&#231;&#227;o inicial de educadores(as) de inf&#226;ncia, pretendendo analisar a representatividade e significado atribu&#237;do a dimens&#245;es pedag&#243;gicas na aprendizagem profissional no &#226;mbito do est&#225;gio em creche. Dados oriundos de 41 relat&#243;rios de est&#225;gio foram sujeitos a an&#225;lise dedutiva, com base em dimens&#245;es da pedagogia identificadas na literatura. Os resultados evidenciaram seis dimens&#245;es com maior representatividade e significado nos relatos das estagi&#225;rias: experimenta&#231;&#227;o de atividades [propostas pelo adulto], observa&#231;&#227;o da crian&#231;a e dos seus contextos proximais, organiza&#231;&#227;o de espa&#231;os e materiais, organiza&#231;&#227;o do tempo, intera&#231;&#227;o adulto-crian&#231;a e envolvimento das fam&#237;lias. Adiantam-se algumas implica&#231;&#245;es ao n&#237;vel dos processos de forma&#231;&#227;o, com incid&#234;ncia na experi&#234;ncia formativa em contexto de est&#225;gio em creche.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The professional training/education of early childhood teachers for working in education and care contexts for children under 3s has been recognized as influential in the qualification of these services. However, the preparation of these professionals has been characterized as insufficient and/or inadequate in the face of the needs associated to the professional profile and functions. This study focuses on the preservice preparation of early childhood teachers for working with toddlers. Specifically, it intends to examine the representativeness and meaning of core pedagogical dimensions in students&#8217; professional learning during practicum. Data from 41 practicum reports were subjected to a deductive analysis, departing from pedagogical dimensions identified in the literature. Results point to six pedagogical dimensions more representative and meaningful according to students&#8217; discourses: experimentation of activities [proposed by the adult], observation of the child and its proximal contexts, organization of space and materials, organization of time, adult-child interaction and involvement of families. Some implications are addressed at the level of training/education processes, with a focus on practicum experiences with very young children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La formaci&#243;n profesional de profesores(as) de educaci&#243;n infantil para el trabajo en guarder&#237;as ha sido reconocida como influyente en la cualificaci&#243;n de estos servicios, a pesar de que sea designada frecuentemente como insuficiente y/o desajustada a las necesidades asociadas al perfil y respectivas funciones profesionales. El presente estudio se concentra en la formaci&#243;n inicial de profesores(as) de educaci&#243;n infantil, pretendiendo analizar la representatividad y significado asignado a dimensiones pedag&#243;gicas en el aprendizaje profesional en el &#225;mbito de un pr&#225;cticum en guarder&#237;as. Datos procedentes de 41 informes de pr&#225;cticum fueron sometidos a un an&#225;lisis deductivo, con base en dimensiones de la pedagog&#237;a identificadas en la literatura. Los resultados evidenciaron seis dimensiones con mayor representatividad y significado en los relatos de las becarias: actividades de experimentaci&#243;n [propuestas por un adulto], observaci&#243;n del ni&#241;o y de sus contextos proximales, organizaci&#243;n de espacios y materiales, organizaci&#243;n del tiempo, interacci&#243;n adulto-ni&#241;o y envolvimiento de las familias. Se adelantan algunas implicaciones a nivel de los procesos de formaci&#243;n, con incidencia en la experiencia formativa en un contexto de pr&#225;cticas en guarder&#237;as.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Creche]]></kwd>
<kwd lng="pt"><![CDATA[Estágio]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Dimensões Pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Childcare]]></kwd>
<kwd lng="en"><![CDATA[Practicum]]></kwd>
<kwd lng="en"><![CDATA[Professional Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Dimensions]]></kwd>
<kwd lng="es"><![CDATA[Guardería]]></kwd>
<kwd lng="es"><![CDATA[Prácticum]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Profesional]]></kwd>
<kwd lng="es"><![CDATA[Dimensiones Pedagógicas]]></kwd>
</kwd-group>
</article-meta>
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