<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822021000100195</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v26i56.1449</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A complexidade da docência: a percepção de estagiários de Pedagogia sobre os desafios para a promoção do bem-estar docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The complexity of teaching: the perception of Pedagogy interns about the challenges for the promotion of teaching well-being]]></article-title>
<article-title xml:lang="es"><![CDATA[La complejidad de la enseñanza: la percepción de los pasantes de Pedagogía sobre los desafíos para promover el bienestar de los docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferronato]]></surname>
<given-names><![CDATA[Eliane Terezinha Tulio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolo]]></surname>
<given-names><![CDATA[Flavinês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso do Sul (UEMS)  ]]></institution>
<addr-line><![CDATA[Dourados Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco (UCDB)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</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>26</volume>
<numero>56</numero>
<fpage>195</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822021000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822021000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822021000100195&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta os desafios da docência nos anos iniciais do Ensino Fundamental, na percepção de seis acadêmicas do curso de Pedagogia, durante o período de Estágio Supervisionado (ES), realizado em cinco escolas municipais de uma cidade do interior de Mato Grosso do Sul (MS). A metodologia, de abordagem qualitativa, utilizou como dados para as análises as narrativas autobiográficas produzidas nos relatórios finais do Estágio Supervisionado. Com objetivo de compreender quais as percepções que as estagiárias tiveram sobre os desafios da profissão docente e se permaneciam motivadas para a docência após a realização do estágio, as narrativas foram analisadas por meio da análise temática de conteúdo, proposta por Fritz Schütze. Constatou-se que, apesar de terem percebido alguns desafios e ou fatores dificultadores do bem-estar docente, como a superlotação e a indisciplina na sala de aula, a complexa relação entre família e escola, a falta de recursos materiais e a inclusão de crianças com deficiências, essas estagiárias continuaram motivadas e determinadas a abraçar a profissão docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the challenges of teaching in the early years of the elementary school in the perception of six students from the Pedagogy course, during the period of Supervised Internship (ES), held in five municipal schools in a city in the interior of Mato Grosso do Sul (MS). The methodology, with a qualitative approach, used autobiographical narratives produced in the final reports of the Supervised Internship as data for analyzes. To understand the perceptions that the interns had about the challenges of the teaching profession and if they remained motivated to teach after the internship, the narratives were analyzed through thematic content analysis, proposed by Fritz Schütze. We found that, despite having perceived some challenges and/or factors that hinder teaching well-being, such as overcrowding and indiscipline in the classroom, the complex relationship between family and school, the lack of material resources, and the inclusion of children with disabilities, these interns remained motivated and determined to embrace the teaching profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta los desafíos de la enseñanza en los primeros años de la escuela primaria, en la percepción de seis estudiantes del curso de Pedagogía, durante el período de Pasantía Supervisada (ES), realizada en cinco escuelas municipales en una ciudad en el interior de Mato Grosso do Sul (MS). La metodología, con un enfoque cualitativo, utilizó narraciones autobiográficas producidas en los informes finales de la Pasantía Supervisada como datos para los análisis. Para comprender las percepciones que las pasantes tenían sobre los desafíos de la profesión docente y si seguían motivadas para enseñar después de la pasantía, las narraciones se analizaban mediante un análisis de contenido temático, propuesto por Fritz Schütze. Se encontró que, a pesar de haber percibido algunos desafíos y/o factores que obstaculizan el bienestar del maestro, como el hacinamiento y la indisciplina en el aula, la compleja relación entre la familia y la escuela, la falta de recursos materiales y la inclusión de niños con discapacidades, estas pasantes permanecieron motivadas y decididas a abrazar la profesión docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[narrativas autobiográficas]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar/mal-estar docente]]></kwd>
<kwd lng="en"><![CDATA[supervised internship]]></kwd>
<kwd lng="en"><![CDATA[autobiographical narratives]]></kwd>
<kwd lng="en"><![CDATA[teaching well-being/malaise]]></kwd>
<kwd lng="es"><![CDATA[pasantía supervisada]]></kwd>
<kwd lng="es"><![CDATA[narraciones autobiográficas]]></kwd>
<kwd lng="es"><![CDATA[bienestar/malestar de los docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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