Estágios não obrigatórios na educação infantil: processos formativos de acadêmicas dos cursos de Pedagogia/UFSM

• Autor(a) principal: Bayer, Fabiane
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/25440
• topic: Experiências formativas; Conhecimento compartilhado; Universidade/escola; Formative experiences; Shared knowledge; University/school; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study is linked to the Professional Master's Degree at the Federal University of Santa Maria (UFSM) in the Pedagogical Management and Educational Contexts research line and its main objective is to understand how non-mandatory internships in Early Childhood Education classes in the Municipal Education Network impact on academic training. of the students of the Pedagogy courses at UFSM. It is also intended to know the perception of interns about the experiences they had during the non-mandatory internship period and the relationship with their academic training; to identify the teachers' perceptions in relation to their pedagogical role in the academic's formative process and, finally, to discuss the importance of the University - School relationship to compose common formative elements in the academic trajectory of Pedagogy courses. We have authors who approach the theme, sewing with the personal trajectory of formation and performance at school. With regard to initial teacher education, references were sought in authors such as Pimenta (2017), Formosinho (2019, 2020), Saballa (2019, 2020), Freire (2013), Ostetto (2012), Costa and Mello (2017). ), Altino (2020), Lima (2010, 2020), Tardif (2014). Regarding the methodological process of this research, references were sought in Minayo (1993), Gatti (2005), Silveira and Córdova (2009), Neto (1994), Guido and Costa (2016), Lima 2020). In order to share their knowledge and experiences, three students from Pedagogy courses at UFSM who work with non-mandatory internships in Kindergarten classes and four teachers from Nursery to Preschool classes at a Municipal Elementary School of public education network.The field research started with forms that were answered online by the research subjects and, in a second moment, we used Dialogue Groups, inspired by the Focus Group method, with academics and teachers. From the data collected, it was possible to observe that non-mandatory internships can contribute to the initial training of academics. However, the perception that theory and practice exist separately in academic training was also evidenced. As a product of this study, it is proposed to prepare a document that contains guidelines for monitoring and proposing reflections on the non-mandatory internships of the academics of the Pedagogy Course in the context of the school, in the Early Childhood Education classes.