Os desafios do estágio curricular supervisionado na formação do professor

• Autor(a) principal: Nascimento, Stela de Souza [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203464; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-05-23/000915635.pdf
• topic: Estagios supervisionados; Professores - Formação; Legislação; Políticas públicas; Prática de ensino; Brasil

This work treated with the supervised internship, focusing on the challenges that the teaching profession learning, in particular in pedagogy, presents in teacher training. The starting point was the professional experience that the author had during of the internship process in which the pedagogical practice (teaching practice) created moments of discovery, of professional socialization, and also of questions regarding the university universe and the school universe, and the classroom's as well. Due to these aspects emerged, as a question of study and research problem, the necessity of mapped about: what are the challenges that the supervised internship presents both from the point of view of legislation and literature? What are the difficulties encountered in the school's training model, organization and monitoring? Thus, as a general objective, it seeks to understood how the supervised internship has been presented and questioned within the scope of legislation and literature aimed at teacher training. Specifically if it verified, (a) to identify in the legislation and policies of teacher training how the supervised internship has been presented; (b) to describe how the supervised internship has been configured in the public policies of teaching induction; (c) to investigate within the scope of literature and the bank of theses and dissertations, the questions and possibilities in the field of the supervised internship; (d) to present a mapping of the main authors that were found, separating them in the question of who investigates the supervised stage as the area of knowledge of those who treat it only as a space of fleeting research or simple questioning.The qualitative research and narrative bibliographic study is chosen, it is understood that an exploratory and not systematic record was be made, aiming to raise the potential of this theme