Teaching knowledge in the Supervised Curricular Internship: student-teacher narratives

• Autor(a) principal: Lima, Gercilene Oliveira de
• Data de Publicação: 2022
• Outros Autores: Alves, Kátya Elyzabeth Charapa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8798
• topic: Estágio Curricular Supervisionado; Formação Contínua de Professores; Saberes Docentes; Pesquisa Narrativa; Supervised internship; Continuing Teacher Training; Teaching Knowledge; Narrative Research

The present work is the result of a research developed with student-teachers and had as object of study the Supervised Curricular Internship as a space for continuous teacher training. We investigated the National Plan for the Training of Basic Education Teachers (Parfor), a higher level training program for teachers of Basic Education. We present the guiding question: What conception of teaching knowledge did the Supervised Curricular Internship provide to the student-teachers? What are the teaching knowledge mobilized in the Supervised Curricular Internship? The general objective of the research was to understand the Supervised Curricular Internship in the Pedagogy course of Parfor at Urca, as a possibility of re-signification of teaching knowledge. The investigation we adopted was qualitative in nature, and the approach is centered on narrative research. The investigation about the readings and narratives of the protagonists of the research, reaffirms the centrality of the internship in the professional development, with emphasis on the teaching knowledge, through on-the-job training.