<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000100025</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i1p25-44</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagens na docência: Pibid e a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching learning: Pibid and teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frison]]></surname>
<given-names><![CDATA[Lourdes Maria Bragagnolo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão]]></surname>
<given-names><![CDATA[Ana Margarida Veiga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cigales]]></surname>
<given-names><![CDATA[Juliana Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>25</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta dois momentos de investiga&#231;&#227;o realizados com dezoito acad&#234;micas do curso de Pedagogia que participaram, como bolsistas, do Pibid (Programa Institucional de Bolsas de Inicia&#231;&#227;o &#224; Doc&#234;ncia). Em uma das etapas do programa, foi realizada uma forma&#231;&#227;o com as bolsistas, tendo como objetivos, no primeiro momento, identificar suas percep&#231;&#245;es acerca das pr&#243;prias aprendizagens sobre as pr&#225;ticas de ensino desenvolvidas nas escolas, em decorr&#234;ncia da participa&#231;&#227;o no Pibid; e no segundo momento, confrontar estas percep&#231;&#245;es com os depoimentos revelados na forma&#231;&#227;o. Nesta ocasi&#227;o, as bolsistas foram incentivadas a refletirem sobre suas pr&#225;ticas, alicer&#231;adas ao construto da autorregula&#231;&#227;o da aprendizagem. A an&#225;lise realizada mostrou que as pibidianas remodelaram seus discursos e pr&#225;ticas em rela&#231;&#227;o aos registros feitos no primeiro momento. Ao estudarem o construto da autorregula&#231;&#227;o da aprendizagem, refletiram sobre suas pr&#225;ticas e perceberam a necessidade de investirem em estrat&#233;gias autorregulat&#243;rias com as quais potencializaram suas aprendizagens e pr&#225;ticas de ensino realizadas nas classes de alfabetiza&#231;&#227;o em que atuaram. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  With this article we aim to confront two research moments conducted with eighteen academic students of the Education Graduation who participated as Pibid scholars. A training course to the scholars was held in this program, having as goal, in a first moment, to identify the scholars perceptions towards their learning about the teaching practices developed in the schools, as a result of their participation in the program; in the second moment, to confront these perceptions to the testimonials given in the training course, when the scholars were encouraged to reflect on their practices, grounded in the Self-Regulation theory. The analysis showed that they reshaped their discourses and practices in relation to the records made at the first moment. We realized that the scholars, by studying the Self-Regulation of Learning construct, reflected on their practices and realized the need to invest in self-regulatory strategies to improve their learning and teaching practices performed in literacy classes in that they worked. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pibid]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulation of Learning]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Pibid]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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