A prática de iniciação à docência na formação do pedagogo na UFRN

• Autor(a) principal: Andrade, Camila Maria Pereira de Oliveira
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42449
• topic: Estágio Supervisionado; Formação docente; Ensino Fundamental; Supervised internship; Teacher training; Elementary School; Educação

This course conclusion work was based on the report of reflective teaching practice experienced in Supervised Teacher Education, Pedagogy course, UFRN in 2014.2. The teaching regency was held at the Municipal School Celestino Pimentel on Natal/RN, in a class of elementary school. Has as objective argue about educational practices carried out in the classroom, reflecting on the importance of internship in teacher training. The theme for this work was based on the opportunity that we have to talk about the problem of traineeship compared to join theory and practice in teacher education and as a way to know the school reality. The methodology used was a set of activities, strategies planned stage by stage. Starting with the search of students 'knowledge on the subject addressed in children's story books, then gave up the development of activities which worked students' skills for reading and writing using exercises with comics and sayings and the time to exposure of ideas by students to other colleagues in the classroom. So, for the ten (10) days Regency in school activities were used that involved the discipline of Portuguese and Sciences. Students worked the concepts of antonyms and synonyms, male and female, but also worked the subject of vertebrate and invertebrate animals. The results obtained with this experienced teaching in the classroom might be noted as positive aspects of the improvement of students' abilities in reading, to distinguish the feminine and the masculine, and to identify the antonyms and synonyms of words. As the negative aspect further noted the difficulty of writing words that contain some different letters such as "s", "ss" and "z". With this experience, I learned that the performance in the classroom brings us important knowledge based on real context of school, enabling the construction of knowledge through scientific experience with the students. On stage, the trainee has the opportunity to analyze and intervene in specific professional reality, tangling with the educational reality, organization and functioning of the educational institution.