Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15068 |
Resumo: | ABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession. |
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Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internshipPerceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internshipPercepciones sobre el trabajo docente en la formación inicial de educadores rurales: tejido de las prácticas curriculares supervisadasPerceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internshipPercepções sobre o trabalho docente na formação inicial de educadores(as) do campo: tecituras a partir do estágio curricular supervisionadoABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession.ABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession.RESUMEN. El artículo discute las percepciones vinculadas al trabajo docente, desarrolladas por los estudiantes durante las experiencias de prácticas curriculares supervisadas (etapa II), en la Licenciatura en Educación Rural: calificación en Artes (Artes Visuales, Artes Escénicas y Música), ofrecida en la Universidad Federal del Norte de Tocantins (UFNT). El camino investigativo se desarrolló inicialmente a través de una revisión bibliográfica con el objetivo de profundizar conceptualmente, seguido de un inventario referencial de la encuesta de tesis y disertaciones en el portal de la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), buscando identificar investigaciones realizadas del 2014 al 2021, que ubican la práctica curricular tutelada en la formación inicial de docentes y la práctica curricular tutelada en la singularidad formativa de la licenciatura en Educación Rural. Además de estos procedimientos, recurrido a un análisis documental de los informes de prácticas elaborados por los estudiantes, durante el curso de Prácticas Curriculares Supervisadas II, en el segundo semestre de 2018, última oferta de esta etapa en la modalidad presencial en el período previo a la pandemia de COVID-19, causada por el virus SARS-CoV-2. A partir de los análisis realizados, se identificaron dos subcategorías vinculadas al trabajo docente: Formación profesional docente y Rol del educador, consideradas interdependientes según el objetivo planteado para la investigación. Se concluye que las experiencias de pasantía ayudan al estudiante en formación a desarrollar comprensiones sobre el devenir profesional. Las percepciones sobre el trabajo profesional, basadas en el contacto activo y directo con el ambiente escolar, demuestran que asumir la posición de educador posibilita la identificación de las funciones que le son asignadas: dificultades, placeres, vivencias, actuar en el aula, desarrollo de actividades pedagógicas, planificación, reconocimiento de la diversidad de personas y realidades, permitiendo al estudiante - practicante proyectar los roles sociales que puede desempeñar en el ejercicio de la profesión.ABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession.O artigo debate as percepções vinculadas ao trabalho docente, elaboradas por educandos(as) durante as vivências do estágio curricular supervisionado (etapa II), na Licenciatura em Educação do Campo: Artes (Artes Visuais, Artes Cênicas e Música), ofertada na Universidade Federal do Norte do Tocantins (UFNT). O percurso investigativo foi desenvolvido, inicialmente, por meio de uma revisão bibliográfica com o intuito de aprofundamento conceitual, seguida de um inventário referencial a partir do levantamento de teses e dissertações no portal da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), buscando identificar pesquisas realizadas no período de 2014 a 2021, que situam o estágio curricular supervisionado na formação inicial de professores e o estágio curricular supervisionado na singularidade formativa da licenciatura em Educação do Campo. Para além desses procedimentos, recorreu-se a uma análise documental nos relatórios de estágio elaborados pelos(as) educandos(as), durante a efetivação da disciplina de Estágio curricular supervisionado II, no segundo semestre do ano de 2018, última oferta dessa etapa na modalidade presencial no período que antecedeu a pandemia da COVID-19, causada pelo vírus SARS-CoV-2. A partir das análises realizadas, foram identificadas duas subcategorias vinculadas ao trabalho docente: Formação profissional docente e Função do(a) educador(a), consideradas interdependentes segundo o objetivo delineado para a investigação. Conclui-se que as experiências do estágio contribuem para que o(a) educando(a) em formação elabore compreensões sobre o constituir-se profissional. As percepções acerca do fazer profissional, a partir do contato ativo e direto com o ambiente escolar, demonstram que assumir a posição de educador(a) possibilita a identificação das funções a ela atribuída: dificuldades, prazeres, experiências, atuação em sala de aula, desenvolvimento de atividades pedagógicas, planejamento, reconhecimento da diversidade de pessoas e realidades, permitindo ao educando(a) – estagiário(a) projetar os papéis sociais que poderão ser desempenhados no exercício da profissão. Palavras-chave: Licenciatura em Educação do Campo, trabalho docente, estágio curricular supervisionado. Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship ABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession. Keywords: Degree in Rural Education, teaching work, supervised curricular internship. Percepciones sobre el trabajo docente en la formación inicial de educadores rurales: tejido de las prácticas curriculares supervisadas RESUMEN. El artículo discute las percepciones vinculadas al trabajo docente, desarrolladas por los estudiantes durante las experiencias de prácticas curriculares supervisadas (etapa II), en la Licenciatura en Educación Rural: calificación en Artes (Artes Visuales, Artes Escénicas y Música), ofrecida en la Universidad Federal del Norte de Tocantins (UFNT). El camino investigativo se desarrolló inicialmente a través de una revisión bibliográfica con el objetivo de profundizar conceptualmente, seguido de un inventario referencial de la encuesta de tesis y disertaciones en el portal de la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), buscando identificar investigaciones realizadas del 2014 al 2021, que ubican la práctica curricular tutelada en la formación inicial de docentes y la práctica curricular tutelada en la singularidad formativa de la licenciatura en Educación Rural. Además de estos procedimientos, recurrido a un análisis documental de los informes de prácticas elaborados por los estudiantes, durante el curso de Prácticas Curriculares Supervisadas II, en el segundo semestre de 2018, última oferta de esta etapa en la modalidad presencial en el período previo a la pandemia de COVID-19, causada por el virus SARS-CoV-2. A partir de los análisis realizados, se identificaron dos subcategorías vinculadas al trabajo docente: Formación profesional docente y Rol del educador, consideradas interdependientes según el objetivo planteado para la investigación. Se concluye que las experiencias de pasantía ayudan al estudiante en formación a desarrollar comprensiones sobre el devenir profesional. Las percepciones sobre el trabajo profesional, basadas en el contacto activo y directo con el ambiente escolar, demuestran que asumir la posición de educador posibilita la identificación de las funciones que le son asignadas: dificultades, placeres, vivencias, actuar en el aula, desarrollo de actividades pedagógicas, planificación, reconocimiento de la diversidad de personas y realidades, permitiendo al estudiante - practicante proyectar los roles sociales que puede desempeñar en el ejercicio de la profesión. Palabras clave: Licenciatura en Educación Rural, labor docente, prácticas curriculares tuteladas. Universidade Federal do Tocantins2023-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1506810.20873/uft.rbec.e15068Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15068Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e150682525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15068/21694Copyright (c) 2023 Juliane Gomes de Sousa, Sônia Regina dos Santos Teixeirahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGomes de Sousa, JulianeTeixeira, Sônia Regina dos Santos2024-03-25T18:08:09Zoai:ojs.revista.uft.edu.br:article/15068Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:08:09Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship Percepciones sobre el trabajo docente en la formación inicial de educadores rurales: tejido de las prácticas curriculares supervisadas Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship Percepções sobre o trabalho docente na formação inicial de educadores(as) do campo: tecituras a partir do estágio curricular supervisionado |
title |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
spellingShingle |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship Gomes de Sousa, Juliane |
title_short |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
title_full |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
title_fullStr |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
title_full_unstemmed |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
title_sort |
Perceptions about teaching work in the initial training of rural educators: fabrics from the supervised curricular internship |
author |
Gomes de Sousa, Juliane |
author_facet |
Gomes de Sousa, Juliane Teixeira, Sônia Regina dos Santos |
author_role |
author |
author2 |
Teixeira, Sônia Regina dos Santos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gomes de Sousa, Juliane Teixeira, Sônia Regina dos Santos |
description |
ABSTRACT. The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15068 10.20873/uft.rbec.e15068 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15068 |
identifier_str_mv |
10.20873/uft.rbec.e15068 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15068/21694 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Juliane Gomes de Sousa, Sônia Regina dos Santos Teixeira http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Juliane Gomes de Sousa, Sônia Regina dos Santos Teixeira http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15068 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068 Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15068 Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15068 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
repository.name.fl_str_mv |
Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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