<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000100109</article-id>
<article-id pub-id-type="doi">10.21814/rpe.19604</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A supervisão como espaço de transformação - um estudo no contexto do estágio]]></article-title>
<article-title xml:lang="en"><![CDATA[Supervision as a space for transformation - a study in the practicum context]]></article-title>
<article-title xml:lang="es"><![CDATA[La supervisión como espacio de transformación - un estudio en el contexto de prácticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Flávia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pais-Vieira]]></surname>
<given-names><![CDATA[Luísa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Jorge Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>109</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo apresenta um estudo de caso de natureza interpretativa cuja finalidade foi investigar o papel da supervisão pedagógica na (re)construção da disciplina de Formação Musical, no âmbito do estágio do Mestrado em Ensino de Música do Instituto Politécnico do Porto. Procurou-se compreender em que medida a supervisão em estágio favorece uma visão transformadora da disciplina e do desenvolvimento profissional dos futuros professores. A recolha de dados foi feita através do inquérito (por questionário e entrevista) e da análise seletiva de relatórios de estágio, envolvendo todos os atores do estágio de Formação Musical no ano letivo de 2015/16: 10 estagiários, 10 professores cooperantes das escolas e 2 professores supervisores da instituição de formação. Apresentam-se resultados parciais relativos às suas perceções sobre as competências profissionais desenvolvidas no estágio, os desafios que se colocam à prática pedagógica, o impacto da supervisão e o perfil dos orientadores. Conclui-se que a supervisão neste contexto assume uma orientação tendencialmente transformadora, embora se observem desfasamentos entre conceções ideais e vivências das práticas, assim como entre as perceções dos orientadores e dos estagiários, o que configura o estágio como um espaço de formação complexo que exige uma abordagem reflexiva e dialógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents an interpretative case study whose purpose was to investigate the role of pedagogical supervision in the (re) construction of the school subject Aural Training and Music Theory, within the practicum of the Master's Degree in Music Teaching at the Polytechnic Institute of Porto. We tried to understand to what extent supervision in the practicum favors a transformative view of the subject and of the future teachers&#8217; professional development. Data collection was done through questionnaires, interviews, and the selective analysis of practicum reports, involving all actors of the practicum in 2015/16: 10 student teachers, 10 cooperating teachers from schools and 2 faculty supervisors. Partial results are presented regarding their perceptions about the professional competences developed in the practicum, the challenges that arise in pedagogical practice, the impact of supervision, and the profile of supervisors. It is concluded that supervision in this context tends to be transformative, although there are discrepancies between ideal conceptions and practical experiences, as well as between the perceptions of supervisors and student teachers. This configures the practicum as a complex teacher education space that requires a reflective and dialogical approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta un estudio de caso interpretativo cuyo propósito era investigar el papel de la supervisión pedagógica en la (re) construcción de la disciplina de Formación Musical, en las prácticas del Máster en Enseñanza de Musica del Instituto Politécnico de Porto. Tratamos de comprender hasta qué punto la supervisión en las prácticas favorece una visión transformadora de la disciplina y del desarrollo profesional de los futuros maestros. El estudio utilizó la encuesta (por cuestionario y entrevista) y el análisis selectivo de los informes de prácticas, involucrando a todos los actores de las prácticas en el año escolar 2015/16: 10 alumnos en prácticas, 10 mentores escolares y 2 supervisores de la institución de formación. Se presentan resultados parciales con respecto a sus percepciones sobre las competencias profesionales desarrolladas en las prácticas, los desafíos que surgen en la práctica pedagógica, el impacto de la supervisión y el perfil de los supervisores. Se concluye que la supervisión en este contexto tiende a ser transformadora, aunque existen discrepancias entre las concepciones ideales y las experiencias, así como entre las percepciones de los mentores y los aprendices, lo que configura las prácticas como un espacio complejo de formación que requiere un enfoque reflexivo y dialógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[estágio]]></kwd>
<kwd lng="pt"><![CDATA[supervisão pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[transformação]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[practicum]]></kwd>
<kwd lng="en"><![CDATA[pedagogical supervision]]></kwd>
<kwd lng="en"><![CDATA[transformation]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[prácticas]]></kwd>
<kwd lng="es"><![CDATA[supervisión pedagógica]]></kwd>
<kwd lng="es"><![CDATA[transformación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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