de supervisão pedagógica e ii) processo de supervisão, em contexto de formação inicial de professores do 1.ºCiclo do Ensino Básico (CEB). Genericamente, os relatórios evidenciam uma conceção de supervisão reflexiva (Alarcão & Canha, 2013), orientada por princípios de cooperação, apoio e trabalho colaborativo entre toda a equipa pedagógica, com espaço para a reflexão e o trabalho autónomo das estagiárias/futuras professoras do 1º CEB. No que respeita especificamente ao processo de supervisão, a

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... nálise indica uma ênfase nas pedagogias ativas e na articulação entre a teoria e a prática. Palavras-chave: Conceções de supervisão pedagógica; Formação inicial de professores; Processo de supervisão pedagógica; 1º CEB. Abstract This article has the general objective to contribute to deepening pedagogical supervision process knowledge of 1st Cycle of Basic Education teachers in initial training context. In order to accomplish this, final internship reports of 16 trainees / student teachers were analyzed in a Private School and Cooperative Education, held in the year 2013-2014. The content analysis (Bardin, 2009) of these reports was based on the following categories: i) conceptions of pedagogical supervision and ii) supervision process, in initial training context for 1. st Cycle of Basic Education (CEB) teachers. Generally, the reports show a reflective supervision design (Alarcão and Canha, 2013), guided by principles of cooperation, support and collaborative work among the entire teaching staff, with space for reflection and autonomy of interns / future 1 st Cycle Basic Education (CEB) teachers. With particular reference to the supervision process, the analysis indicates an emphasis on active pedagogies and the articulation between theory and practice.