Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?

Detalhes bibliográficos
Autor(a) principal: Gabriel, Fábio Antonio
Data de Publicação: 2023
Outros Autores: Pereira, Ana Lúcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
DOI: 10.5965/1984723824542023367
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/20431
Resumo: The aim of this paper was to understand how teaching undergraduate students of the Philosophy course perceive the relevance of the supervised internship in their training as future Philosophy teachers. The research was of a qualitative nature and the data, collected in interviews with 17 undergraduate students, were organized and analyzed through the content analysis. Five categories were identified: representations about the supervised internship; representations about Philosophy; motivation to study Philosophy; experience with Philosophy in High School; Philosophy class as a philosophical experience. The results show that the perceptions about the supervised internship and being a teacher of Philosophy are anchored in the representations that the teaching undergraduate students build about Philosophy and the internship itself, as well as in the motivation for choosing the course and in the experience with the discipline in High School. There is also evidence of the experience of Philosophy class as a philosophical experience during the training of the students researched.
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spelling Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?Prácticas supervisadas y el ser profesor de Filosofía: ¿qué dicen los estudiantes?Estágio supervisionado e o ser professor de Filosofia: o que dizem os licenciandos?educaçãoensino de Filosofiaformação de professoresestágio supervisionado em FilosofiaeducationPhilosophy teachingteacher trainingsupervised internship in Philosophyeducaciónenseñanza de Filosofíaformación de profesoresprácticas supervisadas en FilosofíaThe aim of this paper was to understand how teaching undergraduate students of the Philosophy course perceive the relevance of the supervised internship in their training as future Philosophy teachers. The research was of a qualitative nature and the data, collected in interviews with 17 undergraduate students, were organized and analyzed through the content analysis. Five categories were identified: representations about the supervised internship; representations about Philosophy; motivation to study Philosophy; experience with Philosophy in High School; Philosophy class as a philosophical experience. The results show that the perceptions about the supervised internship and being a teacher of Philosophy are anchored in the representations that the teaching undergraduate students build about Philosophy and the internship itself, as well as in the motivation for choosing the course and in the experience with the discipline in High School. There is also evidence of the experience of Philosophy class as a philosophical experience during the training of the students researched.El objetivo de este artículo fue comprender cómo estudiantes ​​de la carrera de Filosofía perciben la relevancia de las prácticas supervisadas en su formación como futuros profesores de Filosofía. La investigación fue de naturaleza cualitativa y los datos, recogidos en entrevistas a 17 estudiantes, fueron organizados y analizados mediante el análisis de contenido. Fueron identificadas cinco categorías: representaciones sobre las prácticas supervisadas; Representaciones en Filosofía; motivación para estudiar Filosofía; experiencia con la Filosofía en la Enseñanza Secundaria; clase de Filosofía como experiencia filosófica. Los resultados muestran que las percepciones sobre las prácticas supervisadas y el ser profesor de Filosofía están ancladas en las representaciones que los licenciados ​​construyen sobre la Filosofía y las prácticas en sí, así como la motivación para la elección de la carrera y en la experiencia con una asignatura en la Enseñanza Secundaria. Hay, aún, indicios de la vivencia de la clase de Filosofía como experiencia filosófica durante la formación de dos estudiantes encuestados.O objetivo deste artigo foi compreender como licenciandos do curso de Filosofia percebem a relevância do estágio supervisionado na sua formação como futuros professores de Filosofia. A pesquisa foi de natureza qualitativa e os dados, coletados em entrevistas realizadas com 17 licenciandos, foram organizados e analisados mediante a análise de conteúdo. Foram identificadas cinco categorias: representações sobre o estágio supervisionado; representações sobre Filosofia; motivação para cursar Filosofia; experiência com a Filosofia no Ensino Médio; aula de Filosofia como experiência filosófica. Os resultados evidenciam que as percepções sobre o estágio supervisionado e o ser professor de Filosofia ancoram-se nas representações que os licenciandos constroem sobre a Filosofia e o estágio em si, bem como na motivação para a escolha do curso e na experiência com a disciplina no Ensino Médio. Há, ainda, indícios da vivência da aula de Filosofia como experiência filosófica durante a formação dos estudantes pesquisados.Universidade do Estado de Santa Catarina - UDESC2023-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2043110.5965/1984723824542023367Revista Linhas; v. 24 n. 54 (2023): Financiamento da educação e a reconstrução da democracia no Brasil; 367 - 3891984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/20431/15292Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessGabriel, Fábio AntonioPereira, Ana Lúcia2024-02-29T13:18:21Zoai::article/20431Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-02-29T13:18:21Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
Prácticas supervisadas y el ser profesor de Filosofía: ¿qué dicen los estudiantes?
Estágio supervisionado e o ser professor de Filosofia: o que dizem os licenciandos?
title Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
spellingShingle Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
Gabriel, Fábio Antonio
educação
ensino de Filosofia
formação de professores
estágio supervisionado em Filosofia
education
Philosophy teaching
teacher training
supervised internship in Philosophy
educación
enseñanza de Filosofía
formación de profesores
prácticas supervisadas en Filosofía
Gabriel, Fábio Antonio
educação
ensino de Filosofia
formação de professores
estágio supervisionado em Filosofia
education
Philosophy teaching
teacher training
supervised internship in Philosophy
educación
enseñanza de Filosofía
formación de profesores
prácticas supervisadas en Filosofía
title_short Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
title_full Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
title_fullStr Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
title_full_unstemmed Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
title_sort Supervised Internship and being a Philosophy teacher: What do the teaching undergraduate students say?
author Gabriel, Fábio Antonio
author_facet Gabriel, Fábio Antonio
Gabriel, Fábio Antonio
Pereira, Ana Lúcia
Pereira, Ana Lúcia
author_role author
author2 Pereira, Ana Lúcia
author2_role author
dc.contributor.author.fl_str_mv Gabriel, Fábio Antonio
Pereira, Ana Lúcia
dc.subject.por.fl_str_mv educação
ensino de Filosofia
formação de professores
estágio supervisionado em Filosofia
education
Philosophy teaching
teacher training
supervised internship in Philosophy
educación
enseñanza de Filosofía
formación de profesores
prácticas supervisadas en Filosofía
topic educação
ensino de Filosofia
formação de professores
estágio supervisionado em Filosofia
education
Philosophy teaching
teacher training
supervised internship in Philosophy
educación
enseñanza de Filosofía
formación de profesores
prácticas supervisadas en Filosofía
description The aim of this paper was to understand how teaching undergraduate students of the Philosophy course perceive the relevance of the supervised internship in their training as future Philosophy teachers. The research was of a qualitative nature and the data, collected in interviews with 17 undergraduate students, were organized and analyzed through the content analysis. Five categories were identified: representations about the supervised internship; representations about Philosophy; motivation to study Philosophy; experience with Philosophy in High School; Philosophy class as a philosophical experience. The results show that the perceptions about the supervised internship and being a teacher of Philosophy are anchored in the representations that the teaching undergraduate students build about Philosophy and the internship itself, as well as in the motivation for choosing the course and in the experience with the discipline in High School. There is also evidence of the experience of Philosophy class as a philosophical experience during the training of the students researched.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/20431
10.5965/1984723824542023367
url https://www.periodicos.udesc.br/index.php/linhas/article/view/20431
identifier_str_mv 10.5965/1984723824542023367
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/20431/15292
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 24 n. 54 (2023): Financiamento da educação e a reconstrução da democracia no Brasil; 367 - 389
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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dc.identifier.doi.none.fl_str_mv 10.5965/1984723824542023367

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