Pedagogy students' perceptions when acting as interns with disabled children
This study shows the results of a postdoctoral research on Education, that aims at identifying the challenges faced by Pedagogy undergraduates when, during their first semesters of university, they are hired by the municipal education system and start working as teachers who provide support for disa...
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oai:periodicos.ufrn.br:article-198012022-06-08T12:07:43Z Pedagogy students' perceptions when acting as interns with disabled children Percepciones de los estudiantes de Pedagogía cuando actúan como aprendices con niños con discapacidad Percepções de estudantes de Pedagogia ao atuarem como estagiárias com crianças com deficiência Bernardo, Renata Mendes Nacarato, Adair inclusión; pasantía remunerada; formación inicial; Pedagogía. This study shows the results of a postdoctoral research on Education, that aims at identifying the challenges faced by Pedagogy undergraduates when, during their first semesters of university, they are hired by the municipal education system and start working as teachers who provide support for disabled children. The data were obtained from three Pedagogy undergraduates who wrote a memorial of formation and gave narrative interviews. The memorials provided a time for reflection about the beginning of their teaching careers. The experience of working as paid interns substantially contributed to the students´ teaching training, not only due to the impact of reality, the affection shared with the disabled children, and their thrilling development, but also due to the frustrations, learnings and the limits imposed on them as teachers. Este artículo os son los resultados de una investigación postdoctoral en educación, quien busca identificar los desafíos de la iniciación docente de estudiantes universitarios que ingresan al curso de pedagogía y, en los primeros semestres de capacitación, son contratados por los sistemas educativos municipales para acompañar a los niños con discapacidades. La producción de datos para la investigación se realizó a partir de la escritura de memoriales de formación por tres estudiantes universitarios del curso de Pedagogía, en la perspectiva de la escritura de ellos mismos como una posibilidad de reflexión de la formación y la iniciación del maestro, así como entrevistas narrativas otorgadas por ellos. Las experiencias en la pasantía remunerada proporcionaron experiencias que aportaron innumerables contribuciones a la formación de los estudiantes con respecto al impacto con la realidad, el afecto con el niño de inclusión y su desarrollo, y las frustraciones, el aprendizaje y los límites de ser maestro. Este artigo trata-se dos resultados de uma pesquisa de pós-doutoramento em Educação, que busca identificar os desafios da iniciação docente de estudantes universitários que ingressam no curso de licenciatura de Pedagogia e, logo nos primeiros semestres de formação, são contratados pelos sistemas municipais de ensino para o acompanhamento de crianças com deficiência. A produção de dados para a pesquisa se deu a partir da escrita de memoriais de formação de três estudantes universitárias do curso de Pedagogia, na perspectiva da escrita de si como possibilidade de reflexão da formação e da iniciação docente, bem como de entrevistas narrativas concedidas por elas. As experiências no estágio remunerado proporcionaram vivências que trouxeram inúmeras contribuições à formação das estudantes no que se refere ao impacto com a realidade, o afeto com a criança de inclusão e o seu desenvolvimento, e as frustrações, as aprendizagens e os limites de ser professora. Portal de Periódicos Eletrônicos da UFRN 2022-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/19801 Revista Educação em Questão; v. 60 n. 63 (2022): jan./mar. 2022 1981-1802 0102-7735 10.21680/1981-1802.2022v60n63 por https://periodicos.ufrn.br/educacaoemquestao/article/view/19801/15725 Copyright (c) 2022 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0 |
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Periódicos UFRN |
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Portal de Pediódicos Eletrônicos da UFRN |
language |
por |
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Online |
author |
Bernardo, Renata Mendes Nacarato, Adair |
spellingShingle |
Bernardo, Renata Mendes Nacarato, Adair Pedagogy students' perceptions when acting as interns with disabled children |
author_facet |
Bernardo, Renata Mendes Nacarato, Adair |
author_sort |
Bernardo, Renata |
title |
Pedagogy students' perceptions when acting as interns with disabled children |
title_short |
Pedagogy students' perceptions when acting as interns with disabled children |
title_full |
Pedagogy students' perceptions when acting as interns with disabled children |
title_fullStr |
Pedagogy students' perceptions when acting as interns with disabled children |
title_full_unstemmed |
Pedagogy students' perceptions when acting as interns with disabled children |
title_sort |
pedagogy students' perceptions when acting as interns with disabled children |
description |
This study shows the results of a postdoctoral research on Education, that aims at identifying the challenges faced by Pedagogy undergraduates when, during their first semesters of university, they are hired by the municipal education system and start working as teachers who provide support for disabled children. The data were obtained from three Pedagogy undergraduates who wrote a memorial of formation and gave narrative interviews. The memorials provided a time for reflection about the beginning of their teaching careers. The experience of working as paid interns substantially contributed to the students´ teaching training, not only due to the impact of reality, the affection shared with the disabled children, and their thrilling development, but also due to the frustrations, learnings and the limits imposed on them as teachers. |
publisher |
Portal de Periódicos Eletrônicos da UFRN |
publishDate |
2022 |
url |
https://periodicos.ufrn.br/educacaoemquestao/article/view/19801 |
work_keys_str_mv |
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