<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000700029</article-id>
<article-id pub-id-type="doi">10.22481/rpe.v16i43.6777</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROFESSORES ORIENTADORES DOS ESTÁGIOS SUPERVISIONADOS DAS LICENCIATURAS DO BRASIL: ANÁLISE DE TESES NACIONAIS 2014 - 2018]]></article-title>
<article-title xml:lang="en"><![CDATA[PRE-SERVICE TEACHING UNDERGRADUTE COURSES PRACTICUM ADVISORS IN BRAZIL: ANALYSIS OF NATIONAL DOCTORAL THESIS 2014 - 2018]]></article-title>
<article-title xml:lang="es"><![CDATA[PROFESORES TUTORES DE PASANTÍAS SUPERVISADAS DE LICENCIAS BRASILEÑAS: ANÁLISIS DE LA TESIS NACIONAL 2014-2018]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Emerson Augusto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortunato]]></surname>
<given-names><![CDATA[Ivan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Osmar Hélio Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido campus Mossoró ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de São Paulo campus Itapetininga ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba campus IV ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>43</numero>
<fpage>29</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000700029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000700029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000700029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:   Esta pesquisa, a partir de um levantamento documental, analisou teses disponibilizadas no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, a CAPES, com foco nos professores orientadores de estágios supervisionados das licenciaturas. A questão norteadora deste estudo é: o que apontam as teses no tocante aos professores orientadores dos estágios supervisionados, seu papel formador no contexto dos estágios nas licenciaturas? Em termos metodológicos, analisamos o conjunto de seis produções doutorais por meio da abordagem qualitativa de pesquisa e da análise documental como técnica de coleta de dados. Como consideração principal, a partir do que apontam as teses, enfatizamos que a orientação nos estágios supervisionados nos cursos de licenciatura do Brasil deve ser concebida como orientação formativa, isto é, como práxis educativa. Compreendemos que esse entendimento ajuda a pensarmos os processos organicamente articulados de formação inicial docente, sem o dualismo que separa a teoria da prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:   This research, based on a documentary inventory, analyzed doctoral thesis available in the Catalog of Thesis and Dissertations of the Coordination for the Improvement of Higher Education Personnel, CAPES, with a focus on pre-service teaching undergradute courses practicum advisors. The guiding question of this study is: what do the thesis point out regarding the pre-service teaching undergradute courses practicum advisors, their training role in the context of internships in pre-service teaching courses? In methodological terms, we analyzed the set of six doctoral thesis using the qualitative research approach and documentary analysis as a data collection technique. As a main consideration, based on what the thesis point out, we emphasize that practicum advising in Brazilian pre-service teaching courses should be conceived as formative guidance, that is, as an educational praxis. We understand that this concept helps us to think about the organically articulated processes of initial teacher education, without the dualism that separates theory from practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación, basada en una encuesta documental, analizó las tesis disponibles en el Catálogo de Tesis y Disertaciones de la Coordinación para el Mejoramiento del Personal de Educación Superior, CAPES, enfocándose en supervisores de pasantías supervisadas para cursos de pregrado. La pregunta guía de este estudio es: ¿qué señalan las tesis con respecto a los maestros supervisores de pasantías supervisadas, su papel de capacitación en el contexto de pasantías en cursos de pregrado? En términos metodológicos, analizamos el conjunto de seis producciones doctorales utilizando el enfoque de investigación cualitativa y el análisis documental como técnica de recopilación de datos. Como consideración principal, en base a lo que señalan las tesis, enfatizamos que la orientación en pasantías supervisadas en cursos de pregrado brasileños debe concebirse como orientación formativa, es decir, como praxis educativa. Entendemos que esta comprensión nos ayuda a pensar en los procesos orgánicamente articulados de la formación inicial del profesorado, sin el dualismo que separa la teoría de la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágios Supervisionados]]></kwd>
<kwd lng="pt"><![CDATA[Professores Orientadores]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="en"><![CDATA[Practicum]]></kwd>
<kwd lng="en"><![CDATA[Advisor Teachers]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Pasantías supervisadas]]></kwd>
<kwd lng="es"><![CDATA[Profesores rectores]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal do Rio de Janeiro]]></publisher-name>
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<ref id="B25">
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<person-group person-group-type="author">
<name>
<surname><![CDATA[STAHL]]></surname>
<given-names><![CDATA[Luana Rosalie.]]></given-names>
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<source><![CDATA[Pedagogia Específica de Orientação de Estágio: uma investigação narrativa.]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal de Santa Maria.]]></publisher-name>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZIMMER]]></surname>
<given-names><![CDATA[Iara]]></given-names>
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<year>2018</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
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</article>
