DO ENSAIO À ENCENAÇÃO: O OLHAR DOS ALUNOS DO 7 E 8 PERÍODO DO CURSO DE PEDAGOGIA PARA O PROCESSO DE ARTICULAÇÃO TEÓRICO/PRÁTICA NO ESTÁGIO CURRICULAR SUPERVISIONADO

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

The present study objectives to analyze the theoretical/practical articulation, during the execution of the Supervised Curricular Traineeship, in initials grades of the Fundamental Education, through the perspective of the Pedagogy Course academics in 7th and 8th periods, of the ACE institution, in Joinville/SC. Also, analyzing the contribution of several matters to the traineeship development and, consequently, to the academic/future teacher formation constitutes objective of this investigation. Culminating to this point implicated to analyze the Pedagogical Political Project PPP of this faculty and the Pedagogy Course curricular mould, between others various subsidiary works of the subject in study. The utilized methodolody was the qualitative search of the case study type, the instrument to the data collection was the semi-structural interview, and the data were analyzed through the content analyze. Then, it proceeded with the selection of three theme categories to this study: Category 1 Comprehension about theory and practice; Category 2: Reflections about the curricular mould and the Supervised Curricular Traineeship; Category 3. Articulation between theory and practice during the Supervised Curricular Traineeship. From this, twelve questions inherent to the different offer categories were made and thirteen academics were interviewed, having in mind detecting their comprehension about the theory and practice concept, curricular integration, Supervised Curricular Traineeship and theoretical/practical articulation during the traineeship. The interviewed academic were separated in three groups, in accordance with the experience time in teaching of initials series of the Fundamental Education: academics without experience in teaching, academics with experience between one to five years, and academics with experience above five years. This division accepted as presupposition the Huberman theory (1992), about the teaching professional route. Finally, from the collected data, it could establishing that, through the academic perspective, there was difficulties to promote the articulation between theory and practice during the Supervised Curricular Traineeship. For them, the matter that contributes better to the traineeship were the Methodologies; some matters seems dislocated with a reality that intends to privilege a theory/practice correlation.

ASSUNTO(S)

educacao articulação teórico/prática formação docente estágios supervisionados supervised curricular traineeship estágio curricular supervisionado theoretical/practical articulation teaching formation

ACESSO AO ARTIGO

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