Representa??es sociais de licenciandos de Educa??o F?sica sobre o est?gio curricular supervisionado

• Autor(a) principal: Polati, C?lia
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/5346
• topic: Representa??es Sociais; Forma??o de Professores; Est?gio Curricular Supervisionado; Educa??o F?sica; Social Representations; Teacher training; Supervised Curricular Internship; Physical Education; Educa??o

The Supervised Curricular Internship (SCI) is a compulsory curriculum component and it is considered an important axis of teacher education curricula. It consists of pre-induction to teaching that provides the undergraduate with anticipated knowledge of the field of professional practice and the problematizing and understanding of the complexity of institutional practices and the pedagogical actions that involve teaching. The resistance of a portion of students to the SCI amidst the implementation of a new system of organization and development of the internship in the investigated Higher Education Institution (HEI), motivated the research of the students' representations about the SCI in order to know how they conceive it and how they behave during their development. The Theory of Social Representations was adopted as a reference because it allows the knowledge of the beliefs and values that determine the attitudes of the undergraduates towards the SCI. The objective of this research was to identify the social representations of the undergraduate students of the Physical Education Degree course on the SCI, as well as to understand their attitudes towards the development of this curricular component in the professional formation. The model adopted in the research was the sequential mixed method from the quantitative and qualitative perspectives. The sample in the quantitative phase consisted of 95 undergraduate students of the Physical Education degree course of an HEI. In the qualitative phase, the sample consisted of four undergraduates, selected according to the evocations and attitudes about the SCI manifested in the quantitative phase of the research. The instruments were the Free Word Evocation Questionnaire and the Sociodemographic and Attitudinal Characterization Questionnaire of the undergraduates, in the quantitative phase; and semi-structured interviews in the qualitative phase. Data were analyzed by prototypic and content analysis techniques, in the quantitative and qualitative phases of the research, respectively. The centrality of the representations was associated with the bureaucracy for the formalization of the internship due to the excess of documents, signatures, financial costs with photocopying and journeys between the HEI and school. However, evocations that fit the pedagogical proposal of ECS predominated in the periphery, highlighting the practice as a learning space for teaching through socialization with school agents and students of basic education, acquisition of experience and construction of professional identity, focusing on the recognition of the pedagogical value of the SCI. The results indicate the need for initiatives aimed at establishing an internship culture in which the pedagogical aspects of this formative axis assume the centrality of social representations about the SCI.