O PAPEL DO ESTÁGIO CURRICULAR SUPERVISIONADO NA FORMAÇÃO INICIAL DE PROFESSORES: UM OLHAR CRÍTICO DOS EGRESSOS E PROFESSORES DO CURSO DE PEDAGOGIA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This work sought to identify the role of the supervised practical training period in the initial teacher training, from the perspective of professors and graduates of the course in Pedagogy. This research was qualitative, based on content analysis of the interviews and questionnaires applied to supervising professors and graduates of the course in Pedagogy at a university institution in the Joinville region. The practical training period is a compulsory curricular component for Teacher Licensure, and is an activity which is intrinsically linked to the academic activities. The relationship between theory and practice is one of the premises presented for the content analysis, as well as the relationship between the student and the school reality, the length of the practical training period and the length of time devoted to it, the monitoring of the supervising professor, and the impact these trainees have on the teaching institutes, and the possibility of turning the practical training period into a project for investigation and intervention, in the daily life of the school. These points were analyzed and investigated through the data collected and the literature consulted. According to the results, the role of the practical training period, in the perspective of the graduates and professors, is indeed linked to the relationship between theory and practice, and to the daily reality of the school. Furthermore, the work also indicates some difficulties regarding its organization, and the need to review this practice in the curricula of courses in Pedagogy.

ASSUNTO(S)

formação docente pedagogia estágio curricular supervisionado educacao supervised practical training period professores - formação pedagogy teacher training

ACESSO AO ARTIGO

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