O estágio supervisionado como vivência formativa no curso de pedagogia

Abstract

The study was built on the following research problem: Under what conditions or supervised internship, can you contribute to provide educational experiences for students of Pedagogy? In teacher training, through changes in the time and space of today's society, the internship sets up a field of knowledge to assign meaning to teacher training, producing the intertwining between thinking and doing education.Within this context, the internship that is a mandatory curricular component in teacher training courses cannot be experienced only as the time of practice, but must be recognized as an essential step in the teacher training process. In this perspective, studying the internship as a formative experience is to take an analytical look at the training, seeking to understand the transformations that happen in the process, focusing on the Pedagogy Course. Therefore, the internship distances itself from the concept of being only the practical part of the course, starting to have a reconfiguration that led to reflection and problematization that involved intentionality to contextualize the teaching knowledge. To meet the purposes of the study, an Ethnographic Research was conducted, with a qualitative approach. To collect the data, the following instruments were used: participant observation, interview and document analysis, with students of the supervised internship discipline, from the Pedagogy Course, at the Regional University of Cariri (URCA) and for data treatment, the Hermeneutic-Dialectic (HD) analysis was used. The research aimed to understand under what conditions the internship can provide a formative experience for educators. The research allowed an understanding of the pedagogical conditions that enabled formative experiences in the Pedagogy course. In order to investigate the experiences, it was relevant to observe the pedagogical practices that mobilized the reflection, among them, the approximation with the field school, the training circuits that instigated the problematization of the internship producing reflection and investigation of the reality, in addition to the analyzes and re-analyzes of the practice, together to the training institution that provided a new meaning to the academic learning that was theorized by the intern in the activity. The data demonstrate that the essential condition to provide the formative experience was mobilized and made possible by the pedagogical condition of seeing the formation from the inside out, through the role of the intern in the training fields (university-school), a relationship that is intertwined by its subjectivity, culture and history. Putting it into action, from the first days of the internship, made it possible to problematize the practice and the formative circuit between university-school-university was a space for discussion, reflection and analysis of the divergences found in the field, opening the dialogue for proposals that were adapted to reality and promoted transformation in the eyes of the future teacher. The research found that the internship was the space and the time that enabled formative experiences that occurred where reflection, dialogue and investigative praxis were present, creating dialectical training circuits.