<?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>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722021000200092</article-id>
<article-id pub-id-type="doi">10.25757/invep.v11i2.265</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem da docência aportada no PIBID: apontamentos iniciais]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning of teaching covered on PIBID: initial notes]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza del aprendizaje contribuyó al PIBID: notas iniciales]]></article-title>
<article-title xml:lang="fr"><![CDATA[Enseigner l&#8217;apprentissage a contribué au PIBID: notes initiales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Sandy Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Isabel Maria Sabino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Eunice Andrade de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>92</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722021000200092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722021000200092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722021000200092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto aborda a aprendizagem da docência na formação inicial de discentes de Pedagogia que participaram do Programa Institucional de Bolsas de Iniciação à Docência - PIBID em uma universidade pública estadual, situada no Nordeste brasileiro, no período de 2014 a 2016. A análise focaliza aportes da experiência formativa vivenciada no âmbito do PIBID no fortalecimento dos saberes docentes fomentados durante a formação inicial, visando a aprendizagem da profissão docente. Os dados empíricos decorrem de um estudo de caso qualitativo do tipo instrumental, caminho que envolveu a técnica da entrevista, realizada com duas bolsistas do PIBID vinculadas ao subprojeto de Pedagogia. Evidenciou-se que o Programa é identificado como contexto ímpar de adensamento da formação, sobretudo no que concerne à consolidação da aprendizagem dos saberes docentes constituídos durante a formação inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text discusses teaching learning in the initial training of Pedagogy students who participated in the Institutional Program for Teaching Initiation Scholarships - PIBID at a state public university, located in Northeastern Brazil, from 2014 to 2016. The analysis focuses on contributions from experience formative experienced in the scope of PIBID in the strengthening of teaching knowledge fostered during initial, training aimed at learning the teaching profession. The empirical data derives from a qualitative case study of the instrumental type, a path that involved the interview technique, carried out with two PIBID scholarship holders linked to the Pedagogy subproject. It became evident that the Program is identified as a unique context of densification of training, especially with regard to the consolidation of the learning of teaching knowledge constituted during initial training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto analiza la enseñanza aprendizaje en la formación inicial de los estudiantes de Pedagogía que participaron en el Programa Institucional de Becas de Iniciación Docente - PIBID en una universidad pública estatal ubicada en el noreste de Brasil, de 2014 a 2016. El análisis se centra en las contribuciones de la experiencia formativa vivida en el alcance del PIBID en el fortalecimiento de los conocimientos docentes impulsados durante la formación inicial orientada al aprendizaje de la profesión docente. Los datos empíricos derivan de un estudio de caso cualitativo de tipo instrumental, recorrido que involucró la técnica de entrevista, realizado con dos becarios PIBID vinculados al subproyecto de Pedagogía. Se evidenció que el Programa se identifica como un contexto único de densificación de la formación, especialmente en lo que respecta a la consolidación del aprendizaje de los conocimientos docentes constituidos durante la formación inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le texte analyse l'enseignement-apprentissage dans la formation initiale des étudiants en pédagogie ayant participé au Programme institutionnel de bourses d'initiation à l'enseignement - PIBID dans une université publique d'État située au nord-est du Brésil, de 2014 à 2016. L'analyse se concentre sur les contributions de l'expérience formatrice vécue dans le cadre du PIBID dans le renforcement des connaissances pédagogiques promues lors de la formation initiale orientée vers l'apprentissage du métier d'enseignant. Les données empiriques proviennent d'une étude de cas qualitative de type instrumental, un parcours qui a impliqué la technique d'entretien, réalisée avec deux boursiers PIBID liés au sous-projet Pédagogie. Il a été démontré que le Programme est identifié comme un contexte unique de densification de la formation, notamment en ce qui concerne la consolidation de l'apprentissage des connaissances pédagogiques constituées lors de la formation initiale.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem da docência]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[PIBID]]></kwd>
<kwd lng="en"><![CDATA[Teaching learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[PIBID]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[PIBID]]></kwd>
<kwd lng="fr"><![CDATA[Enseigner l'apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des connaissances]]></kwd>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[La pédagogie]]></kwd>
<kwd lng="fr"><![CDATA[PIBID]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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