<?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[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>S1809-38762020000200761</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p761-784</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESTÁGIO CURRICULAR NO CONTEXTO DA EAD: A RELAÇÃO ENTRE TEORIA E PRÁTICA NA FORMAÇÃO DO PEDAGOGO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CURRICULAR STAGE IN THE DETAILED CONTEXT: THE RELATIONSHIP BETWEEN THEORY AND PRACTICE IN THE FORMATION OF THE PEDAGOGUE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ETAPA CURRICULAR EN EL CONTEXTO DETALLADO: LA RELACIÓN ENTRE LA TEORÍA Y LA PRÁCTICA EN LA FORMACIÓN DEL PEDAGOGO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KUHN]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACIEL]]></surname>
<given-names><![CDATA[Cristiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>761</fpage>
<lpage>784</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200761&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200761&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200761&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A relação teoria e prática tem sido amplamente discutida nos cursos de Pedagogia, sendo o Estágio Curricular Supervisionado um importante elemento no processo de formação de professores. No entanto, questiona-se como se estabelece a relação teoria e prática no planejamento e efetivação do Estágio Curricular em cursos superiores, em especial, em cursos da Educação a Distância. Neste sentido, este estudo objetivou analisar como se deu a relação da teoria com a prática no processo de desenvolvimento nos três Estágios Curriculares (Educação Infantil, Ensino Fundamental e Espaços não escolares) em Pedagogia da Universidade Estadual de Mato Grosso - UNEMAT, ofertado pela Universidade Aberta do Brasil - UAB. A pesquisa foi exploratória com abordagem qualitativa, realizada com um grupo de 15 alunas. Neste grupo, realizou-se análise documental e observou-se a elaboração dos projetos de estágio, as interações presenciais e a distância, a regência em sala de aula e a análise dos relatórios reflexivos. Para este artigo, priorizou-se o relato dos relatórios reflexivos. Os resultados apontaram que a vivência do Estágio Curricular necessita potencializar o exercício da reflexão crítica acerca das práticas de ensinar e do saber docente, o que implica problematização e trocas de experiências e de conhecimentos para o trabalho coletivo e para a compreensão da escola como contexto singular de formação de professores. As análises foram realizadas considerando o Projeto do Curso de Pedagogia que corrobora a concepção de professor enquanto intelectual transformador, discutido por Giroux (1997). Pressupõe-se que o estágio curricular supervisionado tem a função fundamental que não é apenas a de levar os conhecimentos teóricos ao campo da prática, mas compreendê-los, pensando a realidade vivida pelo futuro professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The relation theory and practice has been widely discussed in the Pedagogy Courses, with the Supervised Curricular Internship being an important element in the Teacher Training process. The Internship is understood as one of the spaces that allows the effective knowledge and knowledge required for teaching practice. Based on this understanding, this study sought to analyze how the relationship between theory and practice in the development process in the three Curricular Stages (Early Childhood Education, Elementary Education and Non-school Spaces) of the distance Pedagogy Course of the State University of Mato Grosso/UNEMAT, offered by Universidade Aberta do Brasil / UAB. Throughout the research, the documentary analysis of the Pedagogical Political Project of the UNEMAT/UAB Pedagogy Course, of the regulation pertinent to the Curricular Internship, of the pedagogical practice carried out in the exercise of teaching and of the reflective reports constructed by the students in the process of initial formation was carried out. The research was carried out with a group of 15 students. The elaboration of the internship projects, the face-to-face interactions and the distance and conducting in the classroom were observed. In this article we prioritize reflective reporting. The results pointed out that the experience of the Curricular Internship needs to potentiate the exercise of critical reflection on the teaching practices and the teaching knowledge, which implies problematization and exchanges of experiences and knowledge for the collective work and for understanding the school as a singular context of teacher training. The analyzes were carried out considering the Project of the Pedagogy Course that corroborates with the thought of teacher as transforming intellectual, discussed by Giroux (1999). It is assumed that the supervised curricular stage has the fundamental function that is not only to take the theoretical knowledge to the field of practice, but to understand it, to elaborate it, thinking the reality lived by the future teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La relación entre la teoría y la práctica ha sido ampliamente discutida en los cursos de pedagogía, siendo la pasantía curricular supervisada un elemento importante en el proceso de formación del profesorado. Se cuestiona cómo se establece la relación entre teoría y práctica en la planificación e implementación de la Pasantía Curricular en Pedagogía en la Universidad Estatal de Mato Grosso-UNEMAT ofrecida por la Universidad Abierta de Brasil-UAB. Este estudio de doctorado tuvo como objetivo analizar cómo tuvo lugar la relación entre la teoría y la práctica, en el proceso de desarrollo en las tres etapas curriculares (educación de la primera infancia, escuela primaria y espacios no escolares). Fue una investigación exploratoria con enfoque cualitativo, realizada con un grupo de 15 estudiantes. Se observó la elaboración de los proyectos de pasantías, las interacciones cara a cara y la distancia y la conducción en el aula. En este artículo, priorizamos los informes reflexivos. Los resultados mostraron que la experiencia de la pasantía curricular necesita mejorar el ejercicio de reflexión crítica sobre las prácticas de enseñanza y el conocimiento de la enseñanza, lo que implica la problematización y el intercambio de experiencias y conocimientos para el trabajo colectivo y para entender la escuela como un contexto único de formación de profesores. Los análisis se llevaron a cabo considerando el Proyecto del Curso de Pedagogía que corrobora el pensamiento del profesor como un intelectual transformador, discutido por Giroux (1997). Se supone que la pasantía curricular supervisada tiene una función fundamental, que no es solo llevar el conocimiento teórico al campo de la práctica, sino comprenderlo, pensando en la realidad que experimenta el futuro maestro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Teoria e prática]]></kwd>
<kwd lng="pt"><![CDATA[Estágio curricular supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Relatórios reflexivos.]]></kwd>
<kwd lng="en"><![CDATA[Intellectual teacher]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Theory and practice]]></kwd>
<kwd lng="en"><![CDATA[Supervised Curricular Internship]]></kwd>
<kwd lng="en"><![CDATA[Reflective reporting.]]></kwd>
<kwd lng="es"><![CDATA[Profesor intelectual]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Teoría y práctica]]></kwd>
<kwd lng="es"><![CDATA[Pasantía curricular supervisada]]></kwd>
<kwd lng="es"><![CDATA[Informes reflexivos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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