Estágio supervisionado na formação inicial de professores: o dito e o não dito nos PPC de licenciatura em química

• Autor(a) principal: Silva, Kenia Cristina Moura de Oliveira
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7043
• topic: Projeto político pedagógico; Teoria e prática; Identidade docente; Estágio supervisionado; Pedagogical Political project; Theory and practice; Teacher identity; Supervised internship; CIENCIAS HUMANAS::EDUCACAO

The Supervised Internship in Brazil has historical roots since the creation of the first formation courses for teachers initiated in the country. Initially, the supervised internship was called teaching practice. The CNE / CP 2/2002 resolution establishing the duration and workload of graduation courses, of full graduation and formation of teachers to Elementary School in higher education, established 400 hours of supervised internship to begin in the second half of the graduation courses. However, it was not determinates how these hours should be taken advantage of during the course. In this bias, the research sought to qualitatively analyze the hours that are arranged in the curricular organization of chemistry degree courses in Goiás state. For the analysis, it was used as a methodology the Discursive Textual Analysis (ATD), which develops from the fragmentation of the texts, the categorization and capture of the emergent new. The corpuses of the research were eighteen Pedagogical Course Projects (PPC) of the chemistry degree courses in Goiás state, which are currently active. For the analysis of the results three categories were established: supervised internship conception; theory and practice and teacher identity. In this regard, it was noted that some of the PPC analyzed consider that the internship is a positive field for social action and development of critically, but in its distribution as a discipline and on school organization these assertions are somehow contested. It was noticed in the PPC in general, that the internship is designed as a space conducive to the unity between theory and practice, however, the simple fact of working theory and practice in the same discipline does not mean the union of them two, much less overcomes the existing dichotomy between them. Referring to teaching identity, the PPC were divided into three groups, namely: the bacharelescos, mixed and the specific for teaching, the understanding that the first one do not have in their characteristics texts related to the structuring of a teaching identity, mixed mix some of these features while the specific evidenced characteristics concerning to the structuring of a teacher identity and preparation for practice. It was noted also few proposals that can lead, in fact, the trainee to the praxis that can be done through education by research. Although some texts for the internship contained in PPC refers, indirectly, to the importance of critical thinking and focused on the social action, proposals which actually includes this view are few. It is necessary to rethink the true sense of the internship and the contribution of this to the practice, responsible for an emancipated and social action.