Aprendendo a ser docente: o que os(as) licenciandos(as) dizem sobre as experiências de estágio do curso de Pedagogia

• Autor(a) principal: Feitosa, Charleane Pereira
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/5300
• topic: Educação; Estágio supervisionado; Licenciatura em Pedagogia; Formação docente; Universidade Federal de Alagoas - UFAL; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS

Considering that the supervised curricular traineeship is intended to bring the graduates from the field of professional activity, the objective of the research is to analyze the challenges and contributions that the internship provides for the teaching of the professors (the) of the Pedagogy course at UFAL, Sertão campus. For this, a qualitative research was carried out, using two methods to obtain the data: i) documental analysis of the Pedagogical Project of the Pedagogical Course of 2011 and ii) structured interview with six licenciandos of the pedagogy course of the 6, 7 and 8 in the years 2017 and 2018, after having undergone the internship. Regarding the PPC analysis, we have seen that there are few discussions about the internship in the curricular scope of the course, in addition, we realize that the work with the practical part is restricted only to the disciplines of internships and of knowledge that happen from the half of course. Regarding the analyzes made on the experiences of trainees by the graduates, we highlight some factors, such as: lack of participation and more effective monitoring of the professionals with the trainees, lack of knowledge about the roles that each subject must exercise during the traineeship activity in schools, restriction the use of teaching materials by the school, among others. In spite of this, trainees recognized the importance that the internship had for academic and professional formation, since it enabled the collective learning of teaching in the midst of a typical universe of contradictions that involve this real context - the school. Thus, we can conclude that the supervised internship was extremely important for these subjects, but to become more meaningful it would be interesting for the internships to increasingly strengthen the theory-practice relationship from the beginning of the course, as well as to establish a more effective relationship between university-school, in order to reduce the distance between them.