O Estágio Curricular Obrigatório na Licenciatura em Pedagogia do PARFOR/UFRB: as percepções dos professores cursistas sobre teoria e prática The Compulsory Curricular Internship in the Pedagogy Undergraduate Program of PARFOR/UFRB: training-teachers’ perceptions about theory and practice

• Autor(a) principal: Lima, Tatiana Polliana Pinto de
• Data de Publicação: 2021
• Outros Autores: Souza, Nélia Silveira de
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16462; http://dx.doi.org/10.29380/2021.15.01.45
• topic: Formação de professores; Formação de professores em exercício; Estágio supervisionado; Plano Nacional de Formação de Professores da Educação Básica (PARFOR); Under practicing teachers’ training; Supervised internship

This article aims to present the perceptions of training-teachers who have studied at the Pedagogy Undergraduate college at UFRB. These future teachers accessed the course through the former Paulo Freire Platform/CAPES, whose focus was based on the relationship between theory and practice in the Supervised Internship. Thus, it was possible to characterize the practices developed in the scope of the curricular internship and recognize the training-teachers’ formative experiences in the construction of reflection on their pedagogical practice based on authors such as Pimenta and Lima (2012), Tardif (2000), Correia (2012) and Montagnoli (2001). For this, we formulate our arguments in theories about qualitative research approach, of descriptive and exploratory type, and documentary. Besides, we had thirty-seven internship reports and thirty-seven reflective internship narratives which were written by the training-teachers in the 4th and 5th semesters of the course. At the end, we present the reflections and unique experiences of these future teachers who are in a professional development stage. They also are the ones who present a wide experience and living in the educational field. However, they understand the role of the internship as a corner stone for teachers’ professional academic courses and for the re-signification of their pedagogical practices.