<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032023000100102</article-id>
<article-id pub-id-type="doi">10.15517/aie.v23i1.51532</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um estágio supervisionado que articula ensino-aprendizagem e pesquisa: Sentidos, relações e significados mobilizados por um estudante de Física no Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Una práctica supervisada que articula enseñanza-aprendizaje e investigación: Sentidos, relaciones y significados elaborados por un estudiante de Física en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[A supervised internship that articulates teaching-learning and research: Senses, relationships, and meanings mobilized by a physics student in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karsten]]></surname>
<given-names><![CDATA[Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[Ivanilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032023000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032023000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032023000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No sentido de defender a importância da formação de docentes em perspectivas críticas e transformadoras, relatamos neste artigo uma pesquisa que objetivou compreender os instrumentos que potencializam essa formação. Com uma abordagem qualitativa e uma a metodologia de estudo de caso, analisamos como e quais sentidos foram construídos por um estudante da licenciatura em Física, durante a realização de seu estágio de formação docente. Identificamos os instrumentos que influenciaram o discente na atribuição de sentidos que o aproximavam de um intelectual transformador. A pesquisa foi desenvolvida em uma universidade pública, na cidade de Curitiba, no Brasil, nos anos de 2019 e 2020. Os procedimentos empíricos utilizados foram: observações participantes, anotações das pesquisadoras, análise de documentos produzidos pelo estudante durante seu estágio, questionários e entrevistas semiestruturadas. Analisando os sentidos mobilizados, observou-se a importância dos seguintes instrumentos: diferentes formas de sistematização das vivências do estagiário; realização de uma prática de docência coletiva, dialógica e com autonomia; articulação entre ensino e pesquisa na atuação docente; e valorização do professor supervisor no processo de orientação do estágio. Concluímos que o ensino atrelado à pesquisa, com um acentuado cuidado para as relações entre os sujeitos no estágio, intensifica os conhecimentos sobre o processo de ensino e aprendizagem. Com esses instrumentos destacados, torna-se possível repensar a organização das atividades de estágio, buscando desenvolver ações intencionalmente condizentes com a proposta de formação de docentes com sentidos potencialmente críticos e transformadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para defender la importancia de la formación docente desde perspectivas críticas y transformadoras, reportamos en este artículo una investigación que tuvo como objetivo comprender los instrumentos que potencian esa formación. Con un enfoque cualitativo y una metodología de estudio de casos, analizamos cómo y qué sentidos fueron construidos por un estudiante de grado en Física, durante su pasantía docente. Identificamos los instrumentos que influyeron en el estudiante en la atribución de sentidos que lo acercaron a un intelectual transformador. La investigación se llevó a cabo en una universidad pública de la ciudad de Curitiba, Brasil, en los años 2019 y 2020. Los procedimientos empíricos utilizados fueron: observaciones participantes, notas de las investigadoras, análisis de documentos producidos por el estudiante durante su pasantía, cuestionarios y entrevistas semiestructuradas. Al analizar los sentidos elaborados, se observó la importancia de los siguientes instrumentos: diferentes formas de sistematizar las experiencias del pasante; realizar una práctica docente colectiva, dialógica y autónoma; articulación entre docencia e investigación en la actividad docente; y la valoración del profesor supervisor en el proceso de orientación de pasantía. Concluimos que la enseñanza vinculada a la investigación, con un fuerte cuidado de las relaciones entre los sujetos en la pasantía, intensifica los conocimientos sobre el proceso de enseñanza y aprendizaje. Con estos instrumentos destacados, es posible repensar la organización de las actividades de pasantía, buscando desarrollar acciones intencionalmente coherentes con la propuesta de formación docente con sentidos potencialmente críticos y transformadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to defend the importance of teacher training from critical and transformative perspectives, we report in this article a research that aimed to understand the instruments that enhance such training. With a qualitative approach and a case study methodology, we analyzed how and which senses were constructed by a Physics undergraduate student during his teaching internship. We identified the instruments that influenced the student in the attribution of senses that brought him closer to being a transforming intellectual. The research was carried out at a public university in the city of Curitiba, Brazil, in the years 2019 and 2020. The empirical procedures used were: participant observations, researchers' notes, analysis of documents produced by the student during his internship, questionnaires, and semi-structured interviews. By analyzing the mobilized senses, we observed the importance of the following instruments: different ways of systematizing the intern's experiences; carrying out a collective, dialogic and autonomous teaching practice; articulation between teaching and research in teaching practices; and valuing the supervising teacher in the internship guidance process. We concluded that teaching linked to research, with strong care for the relationships between subjects in the internship, intensifies knowledge about the teaching and learning process. With these instruments highlighted, it becomes possible to rethink the organization of internship activities, seeking to develop actions that are intentionally consistent with the teacher training proposal with potentially critical and transforming senses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[estratégias pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[ensino da física]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la física]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[physics education]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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