O estágio curricular e as narrativas autobiográficas na formação docente inicial : pesquisa e reflexão em processo formativo

• Autor(a) principal: Chaves, Raquel Izidorio
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/1235
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Formação de professores; Estágio supervisionado; Narrativas autobiográficas; Teacher education; Supervised practice; Autobiographical narratives

This paper discusses the Curricular Supervised Practice and the importance of the autobiographical narratives in the process of initial education of the future teacher and their contributions for the construction of a researcher and reflexive professional. It arises as a bibliographic research, in the form of Undergraduate Thesis (TCC), presented to the Department of Education/Licentiate Course in Pedagogy of the Federal University of Mato Grosso, university campus of Rondonópolis. The objective of this paper is to investigate the Curricular Supervised Practice substantiated in the research and in the educational practice, having as leading theme the reflexive narratives of the experiences lived by the future teachers in the educational contexts, parting from the premise that this proposal contributes to the composition of the critical-reflexive teacher. For this investigation, it was carried out study and research in books, dissertations and theses, articles and texts published in scientific events which discuss the topic and among other materials related to initial teacher education, the supervised practice as research, the autobiographical narratives and their important to the process of composition of the teacher, as a reflexive individual. It was confirmed, during this investigation, that the supervised practice when associated to research and the use of autobiographical narratives promotes the process of critical reflection about the experiences lived, during this period, contributing significantly to the composition of a teacher who investigates the educational reality and their context of professional action.