O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação

• Autor(a) principal: PAULO HENRIQUE LEAL PEREIRA
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/5334
• topic: Ensino de História. Estágio supervisionado. Perspectiva emancipatória

This work has as its object the internship reports of students of the History Course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus. It responds to the objective of analyzing, through the final reports of mandatory internship of academics and former academics of the UFMS-CPTL History course, how the internship is built in practice in an emancipatory perspective, that is, it seeks to understand how the CPTL History Course interns use the internship experience to think and develop ways of teaching that seek to escape from traditional ways of teaching. Thus, the research has as its central problem the meaning of this practical activity – internship – for teacher training committed to an emancipatory education. Methodologically, the research is structured based on Document Analysis, having as a primary source the set of supervised mandatory internship reports from the UFMS-CPTL History Course of the students of that course, from 2016 to 2019. These reports are characterized in the research as reports I, II and III. As for the theoretical contribution, the research assumes the contributions of Paulo Freire, Theodor Adorno, Bell Hooks and Jörn Rüsen. The work presents as a result the expressive concern of the interns in approaching the teaching practice from readings and work planning with a strong nod to emancipatory possibilities, here also understood as readings and practices overcome fromraditional approaches to teaching History. Even in the face of numerous problems characteristic of the Brazilian public school, reports indicate that interns do not abandon this perspective. Although this orientation is characteristic of the set of sources analyzed, it is also possible to perceive the indication, by the trainees, in their reports, of challenges such as school culture, culture of teaching materials, teacher-student relationship, structural and equipment deficit in schools, among others, so many, as challenging marks in the production of an emancipatory educational perspective in the teaching of History in Basic Education. Keywords: History Teaching. Supervised internship. Emancipatory perspective.