O estágio supervisionado obrigatório na formação do professor de ciências biológicas da UFRPE : olhares de estagiários e orientadores

• Autor(a) principal: BARRETO, Edna Silva
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5450
• topic: Formação de professores; Ciências biológicas; Estágio supervisionado obrigatório; Teacher training; Biological sciences; Supervised required; CIENCIAS HUMANAS::EDUCACAO

This study aims to describe the analysis of the development of Mandatory Supervised the training of future teachers of Science and Biology at the Federal Rural University of Pernambuco (UFRPE). Focused on the trajectory of licensing Course Full Degree in Biological Sciences, had as main theoretical contributions jobs Selma Garrido Pepper and Maria do Socorro Lucena Lima. Privileging a qualitative approach, study design focuses on interactive methodology, taking as social actor’s undergraduates of Biological Sciences and guiding internship. In field research, interviews were conducted by applying the technique of Circle Hermeneutic-Dialectic (CHD), questionnaires and analysis of official documents relevant to the topic. The results show that the main contributions according to the undergraduates were the relationship with supervisor’s school, an internship, developing lesson plans, knowledge of school reality, the interaction with the school environment, preparing for teaching and live in practice the theory learned at university. Based on these results, the suggested recommendations point to the need to reduce excessive bureaucracy and expand the hours devoted to conducting classroom. The analyzes and discussions have led us to conclude that the Mandatory Supervised developed in UFRPE has an important and fundamental role in the initial training of future teachers of science and biology , which is significantly contribute to the formation of reflective teachers who are committed to their professional practice .