O estágio curricular supervisionado na formação de licenciandas de Pedagogia : os movimentos da constituição da identidade docente em narrativas de si

• Autor(a) principal: Rampazo, Vilma de Souza
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1195
• topic: A pesquisa no curso de pedagogia; Estágio curricular supervisionado; Formação e identidade docente; Memoriais de formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Research in the pedagogy course; Supervised traineeship; Teacher training and identity; Graduation notes

The fast changes in the contemporary society marked by scientific and technological development have demanded more and more theoretical inquiry, knowledge, experiences, ethical and political stances, creativity, scientific and pedagogical knowledge along with some other requirements from school and teachers. Thus, the comprehension of the complexity of teacher training leads educators to investigate, among other areas, Supervised Traineeship in early schooling, object of this study, considered in this study as a learning, integration, investigation, interpretation and analysis environment, whose essence is to approximate the about-to-graduate to the social dimension of the profession. The research was focused on the Pedagogy Course at the Mato Grosso Federal University/Rondonópolis University Campus (UFMT/CUR); it was originated at the Education Observatory Project at Pontifical Catholic University of São Paulo (PUC/SP) in partnership with UFMT/CUR. It was based on a methodological approach of qualitative investigation such as case study, including as instruments document analysis, semi structured interviews, memorials, autobiographical narratives and bibliographical research. The research objective was to investigate the Supervised Traineeship in the Pedagogy Course at UFMT/CUR as a possibility to lead to the about-to-graduate identity constitution, calling the attention to those ones under teaching guidance with no classroom experience, focused on the 2009 class, based on the PPC proposition - stage under research. Such investigation occurred from multiple perspectives: the coordinator of the Pedagogy Course, when its reorganization was implemented; two stage guiding teachers; the school, by means of three managers and two experienced teachers, exgraduates of the Pedagogy Course at UFMT/CUR and four about-to-graduate under training. These ones constituted the main focus of the research whose notes on graduation were analyzed. We searched for responding the following questions: Which are the possible contributions of the Supervised Traineeship in the Pedagogy Course at UFMT/CUR proposed in the 2009 curriculum having the research guiding the course? What is listed by those who thought the Course as well as by those that are about to graduate? What points out the school as the one that lives the graduation process of the about-to-graduate regarding its experiences in gathering the stages, showing out the importance that is attributed to the subject for the learning of the teaching profession? What do the about-to-graduate narrate about the proposition of stage lived under observation, research and experiences in different spaces in which the profession develops and what are the possible contributions pointed out for its teacher‟s identity constitution? The results analyzed allowed to comprehend that the subject Supervised Traineeship is a space of pedagogical construction with social, political and educational/investigative dimension in the graduation process, since it promotes the involvement of the about-to-graduate with school issues and the teaching staff by sharing social and political crises that involve the profession in the everyday practice