O estágio supervisionado como contexto de formação docente específica para educação infantil: o que dizem os formandos sobre suas aprendizagens?
Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social qual...
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| Formato: | doctoralThesis |
| Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14515 |
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| Resumo: | Kindergarten teachers training gains the spotlight with the passing of Law number
9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of
basic education, with pedagogical function. In this spectrum, the discussion about
teacher training unravels to ensure social quality to education as well as the teacher s
specificities towards child singularities. Adding to that, the growing propagation of
Pedagogy in an undergraduate level, given that such course has been continually
transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting
the addition of curriculum components that are specific to upbringing. The complex
debate circa kindergarten teachers training has advancements and hardships that need to
be unveiled in order to improve both formation and social quality of education in the 0-
5 years old range. This investigation inserts itself in said context and aims to analyze
which knowledge, specific to kindergarten teaching are constructed, according to
undergraduate trainees, in Pedagogy s supervised internship. The study was conducted
alongside the discipline: Supervised Internship in Child Education ministered by the
Advanced Campus of Rio Grande do Norte s State University s in the municipality of
Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four
undergraduate interns. We first assumed that the development of teaching knowledge is
a complex process of appropriation of cultural-social practices and is symbolically
mediated by interactions that occur in the formation context, and the supervised
internship can be understood as a space for the articulation and enlargement of
theoretical and practical knowledge, directly related to the specificities of child
education. The theoretical-methodological foundation was based upon the historiccultural
approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences
research, as well as his postulates on learning and developmental processes, conceived
as both essentially social and discursive. The investigation approached the principles of
the qualitative perspective and to the construction and analysis of data, involved
documental analysis and, specially, semi-structured interviews, both individual and
collective, whose fundamental premise was the production-comprehension of meanings
in a dialogical perspective. The participants texts/speeches produced a synthesis that
points to the occurrence, within the supervised internship at CAP/UERN, of
internalization/appropriation processes and, as such, of formulation of meanings that are
pertinent to child education: child, childhood, kindergarten and teacher signification and
this stage s specific teaching knowledge. It stood out that the internship, alongside other
curriculum components, is, in fact, one of the primeval formation environment for the
teachers, in which the interns interact with their colleagues, supervisor professor,
collaborator professor, and of course, the children to construct their erudition. Such
interactions allow the undergraduate interns to develop attitudes and procedures to
reflect on what they know, what they ve done and what they can achieve. We have
concluded that the undergraduate internship can constitute itself as an articulatorconsolidator
environment in the future teacher s formation process and, since well
oriented, can provide the effective initiation, not only to the practice, but to the praxis as
a movement of non dissociability between theory and practice |
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