<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100111</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estágio supervisionado na Educação Infantil: desafios e contribuições para a formação inicial de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Supervised stage in Children Education: challenges and contributions to initial teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira]]></surname>
<given-names><![CDATA[Aliandra Cristina Mesomo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dominico]]></surname>
<given-names><![CDATA[Eliane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Kamile de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[Heloisa Toshie Irie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste Universidade de São Paulo Departamento de Pedagogia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Maringá Universidade Estadual do Centro-Oeste ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade de São Paulo Departamento de Teoria e Prática da Educação Universidade Estadual de Maringá]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva refletir acerca dos embates vivenciados pelos acadêmicos do curso de Pedagogia, durante o momento de Estágio Supervisionado na Educação Infantil, buscando identificar a contribuição desta disciplina no curso de Pedagogia para a formação dos futuros profissionais. Para isso, partimos da importância do estágio supervisionado na formação inicial de professores e sustentamos a reflexão a partir da análise documental do plano de ensino da disciplina e de dezenove relatórios de estágio, no contexto de uma instituição pública de Ensino Superior. As análises estão respaldadas em autores como Kishimoto (2001, 2011), Pimenta (2002; 2006), dentre outros que contribuem para pensarmos a relevância do estágio, como elemento formador. Dadas as necessidades e o franco desenvolvimento vivido pelas crianças na faixa etária da Educação Infantil, torna-se necessária uma formação inicial consistente em que os futuros docentes sejam capacitados a trabalhar fomentando nas crianças habilidades sociais, intelectuais, físicas e afetivas. Os dados evidenciaram um distanciamento entre o contexto estudado na universidade e o cotidiano nas instituições de Educação Infantil, condição que torna menos qualificada a experiência do estágio supervisionado, mas não reduz sua importância como momento de reflexão e aproximação com o campo de trabalho. Embora exista uma relação entre o plano de ensino da disciplina e os relatórios analisados, ainda persiste uma grande distância entre a formação oferecida no âmbito acadêmico e a prática das instituições. Isso, ao contrário de oferecer um descrédito à formação, demonstra uma necessidade de melhor preparo e espaço para as discussões acerca da Educação Infantil, nos cursos de formação de docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to reflect on the struggles experienced by the Pedagogy students during the Supervised Internship in Early Childhood Education, seeking to identify the contribution of this discipline in the course of Pedagogy for the training of future professionals. In order to do this, we start from the importance of the supervised internship in the initial formation of teachers and we sustain the reflection from the documentary analysis of the teaching plan of the discipline and of nineteen internship reports, in the context of a public institution of higher education. The analysis is supported by authors such as Kishimoto (2001; 2011), Pimenta (2002; 2006), among others that contribute to the relevance of the stage as a formative element. Given the needs and the frank development of children in the Early Childhood age group, it is necessary to have an initial formation in which future teachers are trained to work by fostering children&#8217;s social, intellectual, physical and affective skills. The data showed a distancing between the context studied in the university and the daily life in the institutions of Early Childhood Education, a condition that makes the experience of the supervised stage less qualified, but does not reduce its importance as a moment of reflection and approximation with the field of work. Although there is a relation between the teaching plan of the discipline and the analyzed reports, a great distance still exists between the offered training in the academic scope and the practice of the institutions. This, in contrast to providing a discredit to training, demonstrates a need for better preparation and space for discussions about Early Childhood Education in teacher training courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Supervised internship]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
</kwd-group>
</article-meta>
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