<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100207</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.46456</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagens sobre a docência de futuros professores em uma licenciatura EAD]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje de la práctica docente según futuros profesores en un curso a distancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Future teachers learning about the teaching practice in a distance course degree]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Felipe Bezerra de Medeiros Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maknamara]]></surname>
<given-names><![CDATA[Marlécio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Criança e do Adolescente  ]]></institution>
<addr-line><![CDATA[Currais Novos Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas Centro de Educação ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</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>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo resulta de uma pesquisa que abordou os Focos da Aprendizagem Docente (FAD) como estratégia de investigação de aprendizagens da docência. O objetivo da pesquisa foi investigar o que futuros docentes de Biologia aprenderam sobre ensinar. O instrumental analítico dos Focos da Aprendizagem Docente incidiu sobre escritos oriundos de 71 memoriais de licenciandos de Ciências Biológicas cursando estágio supervisionado de formação de professores em uma universidade pública. Os resultados mostram que os futuros docentes centralizam o que aprenderam sobre ensinar em torno de temas como interesses, atitudes, conhecimentos e habilidades, assim como pensam a docência na articulação entre seus eus, suas práticas e seu contexto social. Concluímos que os FAD são importantes ferramentas analíticas não apenas das aprendizagens da docência e das necessidades formativas desses futuros docentes, mas também da sua constituição identitária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo resulta de una investigación que abordó los Focos del Aprendizaje Docente como estrategia de investigación de aprendizajes de la docencia. El objetivo de la investigación fue investigar lo que los futuros docentes de Biología aprendieron sobre enseñar. El instrumental analítico de los FAD se centró en escritos provenientes de 71 memoriales de estudiantes en Ciencias Biologicas cursando pasantía supervisada de formación de profesores en una universidad publica. Los resultados muestran que los futuros docentes centralizan lo que aprendieron sobre enseñar en torno a temas como intereses, actitudes, conocimientos y habilidades, así como piensan la docencia en la articulación entre sus yoes, sus prácticas y su contexto social. Concluimos que los FAD son importantes herramientas analíticas no sólo de los aprendizajes de la docencia y de las necesidades formativas de esos futuros docentes, sino también de su constitución identitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article is the result of an investigation that employed the Teaching and Learning Focus (TLF) as a strategy to investigate what future biology teachers have learned about teaching. The analytical tools of the Teaching and Learning Focus were based on the writings of 71 memorials of undergraduates in Biological Sciences attending supervised internship in a teacher training graduation at a public university. The results show that these prospective teachers outline what they have learned about teaching in topics such as interests, attitudes, knowledge, and skills. They also think about teaching as an articulation between their selves, their practices, and their social context. We conclude that TLFs are important analytical tools not only for teacher training programs and for the training needs of these prospective biology teachers, but also for their identity constitution.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[memorial]]></kwd>
<kwd lng="pt"><![CDATA[estágio docente]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="es"><![CDATA[memoriales]]></kwd>
<kwd lng="es"><![CDATA[pasantía supervisada]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[memorials]]></kwd>
<kwd lng="en"><![CDATA[supervised internship]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
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