Context: In telecommunications, it is important for network providers to have a knowledge of generic relationships between multi-dimensional QoE and QoS parameters to be able to provide quality service to the customers, keeping in mind the real-time constraints such as time, money and labor. So far, there have been several research works on formulating a generic quantitative relationship between a single QoE and a single QoS parameter in literature. As per the research conducted, the most common examples of mapping between a QoS parameter and QoE were found to be the exponential model (the IQX hypothesis), the logarithmic model (the WeberFechner law), and the power model. However, it has been less common to study the multi-dimensional relationship between QoE and QoS parameters. Objective: The purpose of this paper here is to discuss the impact of several QoS parameters on QoE. The proposal put forth by existing literature is that a multiplicative model better explains the impact of QoS parameters on the overall quality as perceived by the user. The proposal was, however, never backed by subjective data. Method: We have performed several subjective tests in this regard to test our hypothesis. Non-adaptive streaming of videos in a monitored server-client setup was used. In these tests, the objective was to obtain the Mean Opinion Scores(MOS) for varying QoS parameters such as the initial delay and the number of stalls. Network shaping was used for introducing the disturbances in the videos. The experimental setup consisted of a total of 27 experiments per user and each user was handed over a questionnaire. The questionnaire mainly consisted of four questions aimed at gathering feedback from the users regarding the quality of the videos shown to them. Users were asked to mark their MOS on a continuous scale. The videos were subjected to three different values of Initial Delay, Stalls and Resolution, each. The average duration per stalls throughout the experiments was maintained at 2 seconds. Results: Data was collected from 15 users. Thus, in total 405 MOS values were recorded for 27 combinations of Initial Delay, number of Stalls and Resolution. The impact of initial delay and stalls on the QoE as indicated by the MOS was then categorized and studied for each Resolution. With the help of regression tools in MATLAB and Solver in Excel, possible models that explain the multi-dimensional QoS-QoE relationship were studied. Conclusion: The results mostly indicated towards the multiplicative model just as proposed by the existing literature. Also, it was observed that Initial Delay alone has not much impact on the overall QoE. So, the impact of Initial Delay could be described either by an additive or a multiplicative model. However, the impact of Stalls on QoE was found to be multiplicative.

Oyster shells are normally applied in wastewater treatment in the form of a powder; but the possibility of whole oyster shells removing metal ions in stormwater has not been investigated. The objectives of this research are to assess the application of whole oyster shells for removing metals in low concentration solutions and to explore the influence of the following factors: surface area of shells, initial concentration and exposure time, on removal efficiency. Experimental results demonstrated very good removal efficiency by oyster shells for removing copper, followed by cadmium and zinc; but was not effective in hexavalent chromium removal. Up to 70% removal can be reached in just one hour for copper with initial concentrations of 0.2ppm with 550cm2 of surface area (SA) of shells in a beaker experiment treating two-liter solutions (with an accompanying pH increase from 5 to 6.42). A removal efficiency (RE) of 57.7% and 33.3% was found for cadmium and zinc, respectively, with one day contact using shells of 300cm2 SA treating one liter of the lowest concentration solution; while only 14.3% was achieved for chromium under the same conditions. Mid-scale experiments with continuous inflow based on the 6-hour Saanich Design Storm demonstrated an 85.5% and an 83.9% RE of cadmium and copper in one day’s worth of contact time. There was no removal but in fact an increase in chromium and zinc was found for the mid-scale experiment. There was a positive relationship between initial concentration (IC) and removal efficiency for copper and zinc, but a negative relationship for chromium, while no relationship was found for cadmium. Up to 80% of copper can be removed at IC of 2.4ppm compared to 60% with IC of 0.65ppm with same amount of shells (by surface area). RE of 70%, 75% and 83% was observed for IC of 0.3ppm, 0.58ppm and 1.07ppm for zinc, respectively, with 154 cm2 SA. When IC of chromium is reduced from 1 ppm to 0.2ppm, RE tends to drop from 60% to 26%. There was also a positive relationship between SA and RE, and ET and RE. However, after a certain exposure time, increase in RE was negligible and sometimes, desorption would occur. Additionally, when the difference in surface area is small, the influence of this factor on RE was also small. When treating certain ranges of solution concentration, the effect of surface area on RE is difficult to distinguish. Moreover, the role of HRT in stormwater systems was not clearly found. / Graduate

Thesis refers to the topic of differences in depth of experiencing the faith. It attempts to point out the importance of continuous self-consecration and building relationship with God. Evangelization is the main responsibility of the Church. It is aimed within the Church to ensure the spiritual growth of the faithful and also beyond to spread the glad tidings. Thesis provides examples of these actions through the description of the selected evangelization programs as Koinonia John the Baptist, Light-Life movement, Parish Evangelization Cells, House of Prayer and the Alpha course.

A trajetória histórica dos cursos de Licenciatura é demarcada por pequenos avanços e eventuais retrocessos. As descontinuidades desse processo sinalizam a interferência de inúmeros fatores políticos e culturais. A proposta de formação de professores instaurada no país a partir da Lei de Diretrizes e Bases da Educação Nacional (LDBEN) e disciplinada por meio das Resoluções CNE/CP 1/2002 e 2/2002 e das Diretrizes Nacionais específicas aos cursos, trouxe ideias inovadoras e animadoras acerca desse tema, visto que sugeriu reflexões mais amplas do que as reformas anteriores, promovendo um processo de reconstrução das Licenciaturas e, consequentemente, a necessidade de adequação na mentalidade dos formadores que nela atuam e das instituições que as facultam. Desse modo, as Instituições de Ensino Superior (IES) de todo o país vêm implementando, de forma mandatória, reformas em suas estruturas curriculares. É neste contexto que se desenvolve esta pesquisa, que tem por objetivo analisar as implicações das atuais DCN‟s para os cursos de Licenciatura e as possibilidades de uma nova perspectiva de formação inicial docente. A pesquisa foi desenvolvida numa abordagem qualitativa, por meio de estudo de caso, a fim de investigar os cursos de Licenciatura de Ciências Biológicas e de História da UFRGS. Para coleta de dados, foram utilizadas duas técnicas: a análise documental, para examinar os documentos legais e os projetos pedagógicos dos cursos, e a entrevista semiestruturada, buscando na fala dos professores a sua perspectiva sobre a reforma curricular e a existência de práticas incentivadoras da formação do sujeito crítico-reflexivo. A investigação aponta para a dificuldade de construção dos Planos Políticos Pedagógicos (PPPs) e de adequação das matrizes curriculares conforme a verificação da imprecisão de alguns dados conferidos na análise documental como, por exemplo, a ampliação da carga horária das práticas pedagógicas. Outro aspecto a ser destacado é o desconhecimento dos professores das disciplinas específicas sobre o conteúdo da reforma. Um achado deste estudo diz respeito a uma não autonomia dos cursos de Bacharelado e Licenciatura, identificada na seleção por um mesmo concurso vestibular. Esses e outros fatores permitem afirmar que o processo de reforma ainda está em andamento devido aos dissensos e conflitos historicamente instituídos no cotidiano das instituições. Esta pesquisa encontra-se inserida no campo de discussões teóricas sobre políticas educacionais, formação docente e relação teoria e prática, e apoia-se nos estudos de Pimenta (2008), Contreras (2002), Zeichner (2008), Popkewitz (1997), Diniz-Pereira (2008) e Tardif (2007). / The historical trajectory of the undergraduate courses is marked for small advances and accidental setbacks. The discontinuities of this process signalize the interference s of countless cultural and political factors. The proposal for training teachers established in the country from LDBEN and disciplined by the resolutions CNE/CP 1/2002 e 2/2002 and the Diretrizes Nacionais specified to the coursers, brought innovative and exciting ideas about this subject since it proposed wider reflections than the previous renovations, promoting a process of rebuilding of Undergraduate courses, and consequently, the necessity of adequacy of trainer teachers that act in there and the institutions that provide them. Thus, the IES of the whole country have been implementing reforms in a mandatory way, reforms in their curriculum structures and it is in this context this research develops , which has the aim to analyze the implications of the present DCNs for the Undergraduate courses and the possibilities of a new perspective of the initial teaching training to investigate. The research was developed in a qualitative approach by of case study to investigate the Undergraduate courses of Biological Sciences and History of UFRGS. To collect data two techniques were used: the document analyses for analizyng the legal documents and the pedagogical projects of the courses and a semi- structured interview looking for in teachers‟voices their perspective on the curriculum reform and existence of supportive practices formation of critical reflexive subjects. The investigation points to the difficulty of construction of PPCs and the adequacy of curriculum matrices according to the inaccuracy of some analyzed data in the documental analysis; for example, the expansion of teaching practices, teaching formation working hours. Another aspect to be emphasized is the unfamiliarity of the specific subjects teachers on the content of this reform. A finding of this study refers to the non autonomy of the bachelor and Undergraduate identified in the selection through a same entrance exam. These and other factors allow to affirm that the reform process is still going on due to dissensious historical institute conflicts in the daily work of the institutions. This research is based on theory and discussions about educational policies and the practice –theory relation, supported by the studies of Pimenta (2008), Contreras (2002), Zeichner (2008), Popkewitz (1997), Diniz-Pereira (2008) e Tardif (2007).

Nesta dissertação, investigamos os discursos e as práticas pedagógicas das professoras dos Anos Iniciais do Ensino Fundamental, do município do Rio Grande/RS, com relação aos corpos. Com o objetivo de discutir e problematizar os corpos, estabelecemos algumas conexões com os Estudos Culturais numa perspectiva pós-estruturalista, entendendo-os, como sendo produzidos pela história e pela cultura e, portanto, resultantes de um processo social. Para análise de como os corpos são representados e trabalhados pelas professoras dos Anos Inicias do Ensino Fundamental, utilizamos algumas estratégias metodológicas; dentre elas, a realização de entrevistas individuais semi-estruturadas com quatorze professoras de três escolas do município do Rio Grande: uma municipal, uma estadual e uma particular, com o objetivo de investigar qual era o entendimento que tinham de corpo e como trabalhavam com seus/as alunos/as em suas práticas pedagógicas. A outra estratégia foi analisar os materiais produzidos pelas professoras com seus/as alunos/as sobre os corpos. A seguir, foram analisados, em alguns livros didáticos de Ciências utilizados pelas professoras, a apresentação dos corpos e algumas questões de gênero. Posteriormente, oferecemos um curso, - (Re)pensando os corpos com as professoras dos Anos Iniciais do Ensino Fundamental - , às professoras participantes desta pesquisa, com o objetivo de analisar as pedagogias escolares utilizadas nas salas de aula pelas professoras dos Anos Iniciais com relação aos corpos, gêneros e sexualidades. O curso funcionou como um espaço narrativo, em que as professoras participaram de um processo de contar, ouvir e contrapor algumas histórias a respeito de suas práticas escolares relacionadas ao corpo. A partir das análises, foi possível perceber que os corpos aparecem na maioria das vezes, nos livros didáticos de Ciências, fragmentados, desvinculados do contexto social e histórico. Com relação às questões de gênero, normalmente são enfatizados os padrões universais que se estabelecem indicando como devem ser e agir os homens e as mulheres. No que diz respeito às representações de corpos das professoras, através das entrevistas, estas mostram um “modelo” de como devem ser ensinados os corpos. Nas análises das narrativas das professoras, durante o curso, quando falam de corpo, as questões são direcionadas à sexualidade e ao gênero. Assim, os discursos que predominam são os biológicos, vinculando a sexualidade ao discurso da famíliareprodução e da criança inocente e assexuada. Tal discurso científico é dito, “autorizado” nas práticas pedagógicas das professoras. / In this dissertation, we have investigated the speeches and the pedagogical practices of the female teachers towards bodies in the first years of primary school in Rio Grande, RS,. Aiming at discussing and problematizing the bodies, we have established some connections with the Cultural Studies in a post-structuralist perspective, broadening their view, as produced by history and culture and, thus, resulting from a social process. For the analysis of how the bodies are represented and viewed by the female teachers in the first years of primary school, we applied some methodological strategies. Among them, semi-structured interviews with fourteen female teachers in three schools of the city of Rio Grande, comprising one private school and two public schools, one ruled by the state and the other ruled by the municipality, in order to investigate their understanding of body and how they dealt with their students in their pedagogical practices. Another strategy was to analyze the material produced by the female teachers with their students about bodies. Then, it was analyzed the presentation of the bodies and some issues related to gender in some Science textbooks used by the teachers. Later, we offered the course - (Re)thinking the bodies with the female teachers in the first years of primary school - , to the female teachers who took part in the survey, aiming at analyzing the school pedagogies applied in the classroom by the female teachers in the first years of primary schools, regarding to bodies, genders and sexualities. The course was a narrative space where the female teachers made part of a process of telling, listening and opposing some stories regarding their school practices related to the body. It was possible, then, to understand that the bodies are, most of the times, seen in the Science textbooks, fragmented, detached of the historical and social context. Regarding to the issues of gender, it is usually highlighted the universal standards, which indicate how men and women must behave. As for the representations of bodies of the teachers, through the interviews, they show a “model” of how the bodies must be taught. In the analysis of the narratives of the teachers, during the course, whenever they spoke about body, the questions were towards sexuality and gender. Thus, the predominant discourses are considered biological, linking sexuality to the discourse family-reproduction and about the innocent and asexual child, such scientific discourse is so-called, “allowed” in the pedagogical practices of the teachers.

A presente tese teve por objetivo promover um estudo acerca da constituição inicial em Pedagogia, tendo como foco a formação dos pedagogos que iriam atuar na etapa da Educação Infantil. A temática da formação inicial de pedagogos e seu processo de profissionalização tornaram-se campo de inúmeras pesquisas nos últimos anos, o que dá visibilidade e relevância para investir esforços nessa pesquisa, que tem como problemática investigar de que infâncias falamos e principalmente de que pedagogia necessitamos nesta formação inicial de pedagogos. A tese percorre as questões ligadas à infância, formação de pedagogos, docência na Educação Infantil e currículos. Elegeu-se como campo empírico de pesquisa um curso de Pedagogia de um instituto de educação, da região metropolitana de Porto Alegre que teve seu Projeto Político Pedagógico e ementário analisados. Trata-se de uma pesquisa de abordagem qualitativa, que tem como estratégia metodológica a análise de narrativas escritas produzidas por oito formandos do último semestre do curso. As narrativas escritas nesta tese assumem espaço de promoção de reflexões, vivências e consequentemente experiências para os sujeitos da pesquisa, promovendo também a autoformação, contribuiundo significativamente na clarificação de aspectos analisados, das dimensões categorizadas e dos momentos da própria formação dos formandos que participaram os quais se mostraram mais inseridos na compreensão dos processos, relacionando-os ao seu próprio contexto sociopolítico e cultural. A tese insere-se na interface entre a Educação e os Estudos da Infância, com uma maior aproximação da Sociologia da Infância, situando a infância como construção história e cultural, e a criança como ator social. Considerando a velocidade das transformações, e diante das novas exigências profissionais desse Pedagogo, é indispensável compreender o momento social e educacional em que as infâncias se encontram, considerando os estudos sobre o contexto histórico, sócio-político e econômico, sem desvincular do contexto da prática. A pesquisa realizada aponta para uma invisibilidade acerca do pensar as infâncias de forma previamente instituída no curso de Pedagogia e indica, como encaminhamentos, a necessidade de incorporar no currículo e nos demais documentos legais do curso, como no Projeto Político Pedagógico, questões relacionadas às múltiplas infâncias, para que haja os desdobramentos no cotidiano pedagógico do curso, nas aulas, nas reuniões de docentes e em meio às estratégias da coordenação e direção do instituto para que juntos (re)pensem essas infâncias e os modos de contribuir com os pedagogos que lá fazem sua formação inicial, para que consequentemente desenvolvam esse outro olhar para as infâncias. / This thesis had as an objective to promote a study about the initial constitution in Pedagogy, focusing on the training of educators that would act in Children Education. Educators’ initial training and their professionalization processes became field of several researches in the past years, bringing the necessary visibility and relevance to put efforts in this research, which has as an objective to investigate what the childhoods that we discuss are and principally what the pedagogical practice that we need in this initial training of educators is. The thesis covers the issues related to childhood, educators’ training, teaching at Children Education and curriculums. A Pedagogy course of an education institute in the metropolitan area of Porto Alegre was elected as empirical field and had its Political Pedagogical Project and course descriptions analyzed. The research consists of a qualitative approach that has as methodological strategy the analysis of written narratives produced by eight graduating students from the last semester of the course. The written narratives in this thesis open space for promotion of reflection, living and, consequently, experiences for the subjects of the research, also promoting the self-formation, contributing significantly to the clarification of the aspects that were analyzed, the dimensions that were categorized and the moments of the training of the graduating students who participated and proved to comprehend the processes better, relating them to their own cultural and sociopolitical context. The thesis is inserted on the interface between Education and Childhood Studies, with a major approximation of Childhood Sociology, situating childhood as a historical and cultural construction and the child as a social actor. This research points to an invisibility around the reflections about the childhoods in a way previously established in the Pedagogy course and indicates the necessity of incorporating the questions related to multiple childhoods in the curriculum and in the other legal documents of the course, such as the Political Pedagogical Project, in order to see the effects of it in the pedagogical routine of the course, in the classes, in the teachers’ meetings and in the coordination and administration’s strategies, so that they can together (re)think these childhoods, the ways of contributing with the educators that start their training there and, consequently, develop this other perspective to look at the childhoods.

Este trabalho realiza uma análise de projetos de docência de língua portuguesa e literatura desenvolvidos no âmbito da formação inicial de professores. O corpus para análise foi constituído de trinta e oito (38) projetos elaborados nas disciplinas Ensino de Literatura Brasileira e Estágio Docente de Português no Ensino Fundamental, oferecidas, respectivamente, na sexta e na sétima etapas do curso de Licenciatura em Letras em uma Instituição de Ensino Superior do estado do Rio Grande do Sul. Partese das concepções de linguagem e literatura presentes na obra do círculo de Bakhtin, dos estudos sociológicos de Candido (2000, 2006), Bourdieu (1992) e Escarpit (1970, 1978) sobre a esfera literária e do panorama de discussões sobre educação linguística e letramento, (BAGNO; RANGEL, 2005; BRITTO, 2007), letramento literário (PAULINO; COSSON, 2009; COSSON, 2011) e projetos educacionais (HERNÁNDEZ, 1998; SIMÕES et al., 2012) para a elaboração de princípios considerados importantes no planejamento e na execução da docência em língua portuguesa e literatura. A análise dos projetos busca compreender de que modo os projetos de professores em formação respondem a essas discussões, que se fazem presentes na bibliografia comum das disciplinas, com a leitura dos Referenciais Curriculares da Secretaria da Educação do Rio Grande do Sul (2009). / This research analyzes Portuguese and Literature teaching projects, developed in the context of teachers initial training. The data corpus analyzed was constituted by thirty eight (38) projects elaborated in the university courses of Brazilian Literature Teaching and Portuguese Teaching Internship. The courses have been offered in the sixth and seventh phases of Letras degree, respectively, in a University in Rio Grande do Sul (Brazil). The research is based on the conceptions of language and literature found in Bakhtin's circle work; Candido (2000, 2006), Bourdieu (1992) and Escarpit's (1970, 1978) sociological studies on the literary sphere and the landscape of discussions regarding linguistic education and literacy (BAGNO; RANGEL, 2005; BRITTO, 2007), literary literacy (PAULINO; COSSON, 2009; COSSON, 2011) and educational projects (HERNÁNDEZ, 1998; SIMÕES et al., 2012) for elaborating the principles considered important in planning and executing Portuguese and Literature teaching. The projects analysis are aimed at understanding how projects elaborated by teachers in training respond to these discussions, which are present in the two courses common bibliography, through the reading of Rio Grande do Sul curriculum referential (2009).

Esta pesquisa de mestrado, inserida na linha de pesquisa Trabalho, Movimentos Sociais e Educação, tem como objetivo apresentar o perfil dos participantes do PRONATEC (Programa Nacional de Acesso ao Ensino Técnico e Emprego), na modalidade FIC (Formação Inicial Continuada) no Estado do Rio Grande do Sul. A pesquisa se utilizou de dados de todos os alunos pré-matriculados no Programa, no período de 2011 a 2014. A partir da análise de produções científicas sobre o Programa, foi detectada a falta de informações sobre seus participantes, havia um desconhecimento de quem eram as pessoas que estavam tendo acesso real a esta política pública. De forma a sanar esta lacuna, este trabalho se propõe a apresentar o público de participantes do programa no Rio Grande do Sul, não apenas descrevendo suas características, mas buscando compreender o perfil social destas pessoas que buscam uma política que tem como objetivo garantir o acesso à qualificação profissional como forma de inclusão social a pessoas em situação de extrema pobreza. Além de apresentar os participantes que fazem parte da política, este trabalho busca compreender o que possibilitou a existência do PRONATEC, e de suas características, como política pública de qualificação profissional neste período histórico e econômico de acumulação flexível do capitalismo brasileiro e para isso se utiliza do método materialista histórico dialético, além de abordagens quantitativas e qualitativas para a investigação, análise e compreensão destes fenômenos. Os resultados obtidos nos mostram uma grande participação da população jovem, com Ensino Médico Completo e Incompleto, em sua maioria mulheres de cor branca, realizando cursos na área de Gestão e Negócio / This master's research, part of the research line Work, Social and Education Movements, aims to present the profile of participants PRONATEC (National Program for Access to Technical and Employment Education), the FIC mode (Continued Initial Training) in the State of Rio Grande do Sul. the research used data of all pre-registered students in the program, from 2011 to 2014. from the analysis of scientific works on the program, was detected the lack of information about its participants, there were ignorance of who the people were who were having real access to this public policy. In order to remedy this shortcoming, this paper aims to present the public participating in the program workers in Rio Grande do Sul, not only describing its features, but trying to understand the social profile of the people who seek a policy that aims to ensure the access to professional qualification as a form of social inclusion for people in extreme poverty. In addition to presenting the workers who are part of the policy, this work seeks to understand what made possible the existence of PRONATEC, and its characteristics as a public policy professional qualifications in historical and economic period of flexible accumulation of Brazilian capitalism and it is used the historical dialectical materialist method, and quantitative and qualitative approaches to research, analysis and understanding of these phenomena. The results show us a large share of young population with High School degree (completed and incompleted), mostly women white, conducting courses in Business and Management.

Purpose – The aim of this paper is to create an understanding of what types of initial contacts exist within the service encounter and their functions for the interaction. Design/methodology/approach – To study the initial contact between the employee and the customer, we have used a qualitative approach where observations were the data collecting method. The observations have been conducted in Karlstad at 22 different locations, which generated a total of 83 observations. These observations were analyzed and generated concepts and categories, that were incorporated into themes. Findings – The research showed five types of initial contacts could be identified along with their functions. The types identified are the time effective, the improvised, the committed, the observant and the strategic positioning. Originality/value – By narrowing the interaction to the first moment, this paper contributes knowledge about the initial contact which will facilitate frontline employees work in the face-to-face interaction with customers. Research limitation/implications for future research – The study is conducted in Karlstad. Depending on which kind of industry examined and contextual factors, variations in the result may occur. The findings could differ if cultural perspectives were considered, which could be something to include in future research. Only the face-to-face interaction is examined. This creates opportunities for future research to extend this study by, for instance, investigate the initial contact over internet or phone.

Made available in DSpace on 2016-08-03T16:15:43Z (GMT). No. of bitstreams: 1 Ariana Ferreira Marques.pdf: 973472 bytes, checksum: 158c42fcb5273feee2063907237fbc03 (MD5) Previous issue date: 2013-09-26 / Supervised internship is a primordial stage students from a teaching degree course have to pass through, because it is while doing it that a student will be able to actually try their teaching profession from the theory/practice unit. However, many times, internship is seen just as a course bureaucratic matter and not as a pedagogical tool that represents the moment in which it is possible to observe teaching practices in classrooms, comparing and renovating them, besides being an experience that contributes to the initial education of this student as a future teacher. The objective of this research is to verify what representations about internship intern students have, disclosing what teaching knowledge is acquired through this practice and how the relation among the law for internship, the investigated course and the intern student is established. To doing so, a literature revision research was done in order to go deeper in the theoretical framework and, subsequently, a documental research involving studies concerning internship legal aspects and the course Pedagogical Project. Aiming at certifying what representations students have about internship, a field research was conducted by applying a questionnaire to sixteen students who were enrolled in a distance Portuguese and Spanish distance graduation course in a Higher Education Institution located in Great São Paulo. The data were analyzed through the creation of five categories of analyses: Representations about public school, Representations about teachers, Representations about internship, Internship workload and Relation between theory and practice. Results point out to very positive representations about internship that reveals in students discourse the valorization of teachers and public school, the acquisition of teaching knowledge and the internship as a moment of observation, reflection and teaching praxis. Furthermore, although most of interns consider the legally demanded workload excessive, they acknowledge the importance and relevance of this moment for their academic and professional education. / O estágio supervisionado é uma etapa primordial a ser cumprida pelos alunos de um curso de licenciatura, pois é durante seu cumprimento que o aluno poderá, de fato, experimentar sua profissão docente a partir da unidade teoria/prática. Contudo, muitas vezes, o estágio é visto apenas como uma questão burocrática do curso e não como uma ferramenta pedagógica, sendo o momento em que é possível observar as práticas em sala de aula, compará-las e refazê-las, além de ser uma experiência que contribui para a formação inicial desse aluno enquanto futuro professor. Esta pesquisa teve como objetivos verificar qual a representação que o aluno estagiário tem sobre o estágio, desvelando quais saberes docentes são adquiridos por meio dessa prática e como é estabelecida a relação entre a lei de estágio, o curso investigado e o aluno estagiário. Para tal, realizou-se uma pesquisa de revisão da literatura a fim de se obter um aprofundamento no referencial teórico e, posteriormente, uma pesquisa documental envolvendo estudos sobre os aspectos legais do estágio e sobre o Projeto Pedagógico do Curso. Com a intenção de constatar quais representações os alunos têm sobre o estágio, realizou-se uma pesquisa de campo com aplicação de um questionário a dezesseis alunos de um curso de Letras a distância de uma Instituição de Ensino Superior localizada na Grande São Paulo. As análises dos dados foram realizadas a partir da criação de cinco categorias de análise: As representações sobre a escola pública, As representações sobre os professores, As representações sobre o estágio, A carga horária e A relação teoria e prática. Os resultados apontam para representações bastante positivas sobre o estágio, representações estas que revelam no discurso dos alunos a valorização do professor e da escola pública, a aquisição de saberes docentes e o estágio enquanto momento de observação, reflexão e práxis docente. Além disso, embora a maioria dos estagiários considere excessiva a carga horária legalmente exigida, reconhecem a importância e relevância desse momento para sua formação acadêmica e profissional.