<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102015000200252</article-id>
<article-id pub-id-type="doi">10.4013/edu.2015.192.09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação Inicial em Pedagogia: os professores colaboradores no Estágio Supervisionado]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching practice in the initial teacher education and the collaborating teacher of teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cyrino]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benites]]></surname>
<given-names><![CDATA[Larissa Cerignoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Neto]]></surname>
<given-names><![CDATA[Samuel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>252</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102015000200252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102015000200252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102015000200252&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Inserido na tem&#225;tica forma&#231;&#227;o de professores, Est&#225;gio Curricular Supervisionado (ECS) e Pr&#225;tica de Ensino, o presente estudo objetivou analisar a trajet&#243;ria da Pr&#225;tica de Ensino e ECS, as concep&#231;&#245;es que as professoras-colaboradoras (PCs) se utilizam para orientar e formar os estagi&#225;rios, bem como identificar os desafios enfrentados pelas as alunas-mestras (AMs). A pesquisa &#233; de natureza qualitativa e utilizamos como t&#233;cnicas: pesquisa bibliogr&#225;fica, entrevista semiestruturada e an&#225;lise de conte&#250;do. Constatamos que a Pr&#225;tica de Ensino e o ECS foram concebidos como disciplina e atividade. As PCs viram as estagi&#225;rias como auxiliares, e n&#227;o como futuras profissionais, por&#233;m apresentaram o que &#233; necess&#225;rio para se tornar um professor; as maiores dificuldades das AMs foram inseguran&#231;a, gest&#227;o da sala de aula, agir perante os alunos e questionamento do processo de acompanhamento do est&#225;gio. Nas considera&#231;&#245;es, pontuamos que a escola deve ser valorizada enquanto espa&#231;o formativo, bem como a necessidade de se pensar em estrat&#233;gias formativas para o PC receber e orientar o estagi&#225;rio, principalmente por parte dos normativos legais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Dealing with teachers' education, supervised curricular training and teaching practice, this paper aimed at analyzing the path of teaching practice and supervised curricular training, the concepts that the collaborating-teachers (PCs) use to guide trainees and to identify the challenges faced by the student-teachers (AMs). The research is qualitative and its techniques were: literature review, semi-structured interviews and content analysis. It was possible to see that teaching practice and supervised curricular training were created as discipline and activity. The greatest difficulties of the AM were insecurity, classroom management, how to act towards students and questions about the supervisory process. The PCs considered the trainees as assistants and not as future professionals, presenting challenges related to posture and procedures used in supervision. Regarding considerations, we point that the school must be valued as a place for teacher education and it is necessary to think about formative strategies for PCs to receive and guide the AMs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Professores Colaboradores]]></kwd>
<kwd lng="en"><![CDATA[Teacher's Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Collaborating Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
