Entre encontros, aulas e afetos: contribuições do estágio para a formação de professores no Colégio de Aplicação da Universidade Federal do Rio de Janeiro

• Autor(a) principal: Rodrigues, Simone de Alencastre
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16470
• topic: Internship; Curriculum; Teacher’s Education; Narratives; Professores - Formação; Professores - Narrativas pessoais; Programas de estágios; Estágio; Currículos; Formação docente; Narrativas; CIENCIAS HUMANAS::EDUCACAO

The present paper is based in the results of a Master of Education research that investigates or conducts the intern of the graduation in pedagogy in the early years elementary school of the Colegio de Aplicação da Universidade Federal do Rio de Janeiro. In order to identify possible contributions of this “spacetime” for teacher training and also to present and discuss how specifics and characteristics of the internship carried out at the Colegio de Aplicação, as it relates to guidance to intern, as part of the institution's training method. The work is part of the perspective of the studies of day-to-day (ALVES, 2008) which includes the understanding that is it necessary to go beyond just looking and observing, it is necessary to “dive” with all the senses in the research, perceiving as small details that occur on school day-to-day. As the research methodology was used narratives captured from dialog circles, for understanding them as the strong actions between the research subjects, strengthening the bonds of trust and participation between practitioners (CERTEAU, 2014) and enabling the dialogue between the elementary school and the university. Thus, in the conversations with graduates, you look for signals of contributions that are provoked in the training of graduates, trying to capture curricular and formative productions that took in “spacetime” in the school, understood as a privileged locus of teacher training. The challenge of the research was to understand what goes between the lines, what the appearance of modernity lets slip. Based on the dialogue with notions of encounter (GARCIA, 2015), good encounters and affections, (SPINOZA, 2009), a research proposed to think of the supervised internship as a “spacetime” of a more solid formation, considering as a fundamental aspect a policy of guaranteeing orientation time for the teacher with the intern, as a relevant contribution to the training of new teachers and affirmation of the teacher of basic education as a trainer.