<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2011000300012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática de ensino e estágios supervisionados: da observação de modelos à aprendizagem da docência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silvestre]]></surname>
<given-names><![CDATA[Magali Aparecida]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[SP ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>11</volume>
<numero>34</numero>
<fpage>835</fpage>
<lpage>861</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2011000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2011000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2011000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta, de forma sumária, como as políticas de formação de professores se delinearam ao longo da história da educação brasileira e, nessa trajetória, de que modo as disciplinas Práticas de Ensino e Estágios Supervisionados foram concebidas e incorporadas aos cursos de formação inicial. Tomando-se por base as práticas de formação de professores, anteriores ao surgimento da primeira Escola Normal brasileira, no século XIX, e os modelos que se seguiram até o século XXI, culminando com a transformação do curso de Pedagogia em licenciatura, o texto ressalta as marcas das diversas concepções que caracterizaram essas duas disciplinas e as configuraram em espaços especialmente adequados para viabilizar a aprendizagem da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents in summary form, how policies for teacher education were outlined throughout the history of Brazilian education, in it’s trajectory, in which way the Practice Teaching disciplines and Supervised Training have been designed and incorporated into the initial training courses. Taking as a basis the practices of teacher training prior to the onset of the first Normal School in Brazil in the nineteenth century and the models that followed until the XXI century, culminating with the transformation of the pedagogy course in degree, the text highlights the marks of several concepts that have characterized these two disciplines and configured in spaces specifically adapted to enable the learning of teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Prática de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="en"><![CDATA[Supervised Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training Formation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pr&aacute;tica de ensino e est&aacute;gios  supervisionados: da observa&ccedil;&atilde;o de modelos &agrave; aprendizagem da doc&ecirc;ncia.</h2> <h3>Teaching practice and supervised training: the observation of models until  teaching-learning process.</h3>     <p>&nbsp;</p> <h4>Magali Aparecida Silvestre    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
