<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100261</article-id>
<article-id pub-id-type="doi">10.5902/1984644442749</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Potencialidades da iniciação científica no ensino superior para a formação docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Potentialities of scientific initiation in higher education for teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Potencialidades de la iniciación científica en la educación superior para la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Mayara Lopes de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Plaza]]></surname>
<given-names><![CDATA[Eliane Matheus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Cruzeiro do Sul  ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Considerando a relevância que têm adquirido os estudos acerca da Iniciação Científica no Ensino Superior, conforme pode ser visto na literatura especializada sobre o tema, pretende-se, neste artigo, analisar sua importância para a formação docente. Em função dessa análise, também se tem a intenção de apontar as potencialidades que podem ser desenvolvidas pelos futuros docentes e comparar as situações vivenciadas pelos pesquisados. Na investigação realizada, foram entrevistados 20 professores da carreira do Magistério público federal, todos com a titulação mínima de Mestrado, e o método utilizado foi o de análise do conteúdo. Os resultados indicaram que, dentre outras, as seguintes potencialidades: promover o domínio de métodos e técnicas de pesquisa, compreender todas as etapas de construção do conhecimento científico, preparar o futuro docente para que seja capaz de desenvolver pesquisas em nível de pós-graduação, dar segurança ao estudante de Iniciação Científica (IC) para que, ingressar no mundo do trabalho, ele possa enfrentar os desafios da sala de aula com inteligência emocional, dominando o conteúdo e compreendendo como o saber foi construído.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Considering the relevance that the studies about Scientific Initiation in Higher Education have acquired, as can be seen in the scientific literature, this article intends to analyze the importance of Scientific Initiation in Higher Education for teacher training. Due to this analysis, it is also intended to point out the potential that can be developed by future teachers, comparing the situations experienced by those surveyed. In the survey, 20 professors from the federal public teaching career were interviewed, all with a minimum master's degree and the method used was content analysis. According to our results, the following potentialities were evidenced, among others: promoting the mastery of research methods and techniques, understanding all stages of the construction of scientific knowledge, preparing the future teacher to be able to develop research at the postgraduate level, provide security to the Scientific Initiation (CI) student so that when entering the world of work he can face the challenges of the classroom with emotional intelligence, mastering the content and understanding how that knowledge was constructed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Teniendo en cuenta la relevancia que han adquirido los estudios sobre la iniciación científica en la educación superior, como se puede ver en la literatura sobre el tema, este artículo pretende analizar la importancia de la iniciación científica en la educación superior para la formación del profesorado. Debido a este análisis, también se pretende señalar el potencial que pueden desarrollar los futuros docentes, comparando las situaciones experimentadas por los encuestados. En la encuesta, se entrevistó a 20 profesores de la carrera docente pública federal, todos con una maestría mínima y el método utilizado fue el análisis de contenido. Según nuestros resultados, se evidenciaron las siguientes potencialidades, entre otras: promover el dominio de los métodos y técnicas de investigación, comprender todas las etapas de la construcción del conocimiento científico, preparar al futuro maestro para poder desarrollar la investigación a nivel de posgrado, brinde seguridad al estudiante de iniciación científica (IC) para que al ingresar al mundo laboral pueda enfrentar los desafíos del aula con inteligencia emocional, dominar el contenido y comprender cómo se construyó ese conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Iniciação Científica]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento científico.]]></kwd>
<kwd lng="en"><![CDATA[Scientific research initiation]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Scientific development]]></kwd>
<kwd lng="es"><![CDATA[Iniciación Científica]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo científico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[VON]]></surname>
<given-names><![CDATA[ZUBEN]]></given-names>
</name>
<name>
<surname><![CDATA[Aquiles]]></surname>
<given-names><![CDATA[Newton]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A relevância da iniciação à pesquisa científica na universidade]]></article-title>
<source><![CDATA[Pro-posições]]></source>
<year>1995</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>5-18</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
