<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312013000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pibid e as aprendizagens sobre a docência na relação universidade e escola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fabris]]></surname>
<given-names><![CDATA[Elí Henn]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Sandra de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>19</volume>
<numero>39</numero>
<fpage>429</fpage>
<lpage>448</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312013000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312013000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312013000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta resultados parciais de uma pesquisa financiada pelo CNPq. Nesse recorte analisamos as práticas pedagógicas e experiências vivenciadas no Programa Institucional de Bolsa de Iniciação à Docência (Pibid), buscando responder “o que aprendem sobre a docência esses atores institucionais?” e “em que lógica governamental estão ancoradas tais aprendizagens?” Como metodologia utilizamos a análise de questionários e blogs, orientada pelo referencial dos estudos foucaultianos e estudos sobre a docência. Resultados preliminares apontam para três grupos de enunciações que sinteticamente apresentamos através das seguintes expressões: Mobilização(1), Inovação(2), Parceria e trabalho coletivo(3).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper introduces partial results of a research project funded by CNPq. We were interested in initial education processes in contemporary teaching production, and our investigative locus was the Programa Institucional de Bolsa de Iniciação à Docência (Pibid), where we sought to answer ‘what do these institutional actors learn about teaching?’, and ‘ on which governmental logics is this learning based?’ As methodology we used the analysis of questionnaires and blogs, guided by reference to the studies of Foucault and studies on teaching. Preliminary results point to three groups of enunciations that are synthetically presented through the following expressions: Mobilization (1) Innovation (2), Partnership and collective work (3).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo presenta los resultados parciales de un estudio financiado por el CNPq. Este desglose analiza las prácticas de enseñanza y experiencias sobre el Programa Institucional de Beca de Iniciación a la Docencia (Pibid), buscando responder a las preguntas: “¿qué aprenden sobre la docencia esos actores institucionales?” y “¿en qué lógica gubernamental están basados tales aprendizajes?”. Como metodología utilizar el análisis de los cuestionarios y blogs, guiado por referencia de los estudios de Foucault y os estudios sobre la enseñanza. Los resultados preliminares apuntan a tres grupos de enunciados que presentan sintéticamente a través de las siguientes expresiones: Movilización (1) Innovación (2), de Asociación y de Trabajo colectivo (3).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pibid]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Docência Contemporânea]]></kwd>
<kwd lng="en"><![CDATA[Initiation to Teaching]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Contemporary Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Iniciación a la Docencia]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial]]></kwd>
<kwd lng="es"><![CDATA[Docencia Contemporánea]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pibid  e as aprendizagens sobre a doc&ecirc;ncia na rela&ccedil;&atilde;o universidade e escola.</h2> <h3>Pibid and learning about the teaching profession in  the relationship between university and school.</h3> <h3>Pibid  y el aprendizaje sobre la docencia en la relaci&oacute;n universidad y escuela.</h3>     <p>&nbsp;</p> <h4>El&iacute;  Henn Fabris, Sandra de Oliveira</h4> </font>      ]]></body><back>
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</article>
