Formação de professores(as) para a prática reflexiva: o estágio supervisionado em questão

• Autor(a) principal: Dantas, Cássia Machado Ribeiro
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/14901
• topic: Educação; Ensino superior; Formação de professores; Prática de ensino; Estágio; Curso de pedagogia; Estágio supervisionado; Professores(as) reflexivos(as); Pedagogy course; Supervised internship; Reflective teachers; CIENCIAS HUMANAS::EDUCACAO

The consideration of the triad of teacher training, practice and knowledge is inherent to having the perception of the supervised internship as one of the most important moments experienced by future teachers, since teaching practice, far from being a container of ready/applied scientific knowledge, is a venue for the construction of teaching knowledge, and, regarding to this, training for reflective practice is, above all, to corroborate this idea, on which the development of the key competence of reflection in and about the teaching action. In the meantime, the research aimed to understand how the supervised internship contributes to the formation of reflective teachers. Therefore, a documentary research was carried out using the following textual/institutional documents: Pedagogical Project of the Pedagogy course at the Federal University of Sergipe (UFS), Campus Professor José Aloísio de Campos (in the city of São Cristóvão), teaching plans of the curricular components of supervised internship as well as internship reports. Data were analyzed and interpreted according to the theoretical frameworks that underlie this research. With the results, it was possible to infer that the supervised internship is constituted in training in the real context - the school - for the professional/teaching practice, characterized by the complexity and the confrontation with it, which is translated in the reports of the students – interns; and the construction of experiential knowledge, as well as its interaction with theoretical knowledge, occur mediated by the proposed mechanism of intervention and analysis of practices, and supported by the process of guidance and supervision, and by the reflective and autonomous posture of the interns themselves.