Professora, eu? O despertar para a docência de uma licencianda em Ciências Biológicas

• Autor(a) principal: Alcântara, Ana Biatriz Sousa
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/59424
• topic: Identidade docente; Narrativa; Docência

The teaching identity refers to the way the teacher sees himself as a professional individual and as a working class. So, the identity is dynamic, since it is in constant construction, i nfluenced by professional training, by the performance of the function, by the continuous reflection of pedagogical practices and by the social meaning attributed to the teacher by himself or by third parties. In the undergraduate course, the undergrad uate student comes into contact with different theories and pedagogical approaches and it is in the supervised internships that the licensee has the opportunity to put into practice everything he has learned at the university. The internship is an essential le arning stage, considering that it is the licensee's first contact with the school environment, where he will assume the role of teacher. However, the teaching identity, which is already complex for the graduated teacher and active in the school, tends to b e even more confusing for the graduate student, which raises questions such as ‘ am I already a teacher or just a teacher in training? The present work had the general objective to analyze the impact of supervised internships in the construction of my teac hing identity and, as specific objectives, to understand that what was experienced in the course impacted my discovery of ‘being a teacher’ as well as the importance of internships supervised in teacher training. For this, the resource of autobi ographical narratives was used, which consists of the reconstitution of the author's experiences, who assumes the role of researcher and research subject at the same time. Diaries, internship reports and memories were used as data collection. The contact with teacher s during graduation reflected in my choices of how to establish the teacher student relationship in the internships, so that good memories served as an example, while bad ones served as a model to be avoided when interacting with students. In addition, in the internships, which took place in schools in the final years of elementary and high school, I was able to gradually see myself as a teacher, still in training and constant improvement, a process that is common to teachers, since teaching promotes daily reflection of didactic practices and approaches, in addition to experiences, which therefore reflect on the teaching identity.