A Importância do estágio supervisionado para formação docente na Educação Infantil
This article aims to analyse the importance of supervised internship as curricular component, for teacher training. With this, we also investigate his contributions in the process of ressignification of the knowledge and practices for teacher training and presenting experiences lived in the discipli...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/41940 |
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| Resumo: | This article aims to analyse the importance of supervised internship as curricular component, for teacher training. With this, we also investigate his contributions in the process of ressignification of the knowledge and practices for teacher training and presenting experiences lived in the discipline of supervised internship II, in the course of pedagogy at the Federal University of Rio Grande do Norte (UFRN), in which it was possible to strengthen the theory/practice interface about the inherent knowledge to practice. To meet the goals, we decided to carry out an exploratory research, and theoretical/empirical literature, based on the survey of the literature includes authors such as: Barreiro and Gebran (2006), Bhering (2011), Brazil (1996), Brazil (1996), Gomes (2009), Lima (2012), Oliveira (2014), Pelozo (2007), pepper (2012), Tardif (2002), Vieira (2016). To complement, we put on the agenda, reports of experiences of the author of this research, in order to reveal knowledge and practices built on a supervised internship II, in order to contribute to the theoretical-practical article tessitura. The reflections and discussions presented invite us to understand the curricular component, as a theoretical-practical experience that allows the involvement with research, reflection and construction of identity and that unfolds by senses attributed to the profession. However, we point out that the experience the supervised internship, the licenciandos can arouse an investigative look that extends the knowledge of educational practice, mainly on the developer and teacher observed posture through the reflections that emerge on the interfaces of the educational context |
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