O estágio curricular em Pedagogia enquanto campo de pesquisa
In recent decades, discussions about the initial formation of teachers have gained space from the curricular internship, especially in the praxis, evidencing its importance in the formation of the teacher-researchers, reflexive teachers and promoters of a liberating education, which from research ca...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42377 |
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| Resumo: | In recent decades, discussions about the initial formation of teachers have gained space from the curricular internship, especially in the praxis, evidencing its importance in the formation of the teacher-researchers, reflexive teachers and promoters of a liberating education, which from research can articulate theory and practice in understanding the school and educational reality and contribute to the construction of the teacher's identity. A perspective present in the norms that regulate Brazilian education and presume research as essential for reality analysis and planning of pedagogical practices. Considering the importance of the internship with research, the current moment of attacks on science and my place as a graduate student in Pedagogy at UFRN who fulfilled the curricular internships, we aimed to analyze to what extent the internship as a field of research appears in the course plans of the curricular internship of teacher formation and in Face-to-Face Pedagogy at UFRN, central campus, offered in the 2018 and 2019 internships. We provide a qualitative approach, using as a procedure the documentary research in six course plans of the three internships of the curricular structure of 2011.2. For data analysis we created two categories for reading the plans and their organization in synthesis forms: praxis and teacher identity; and, internship with research, which were discussed from Isauro Beltrán Núñez and Betania Leite Ramalho (2005); Selma Garrido Pimenta (2012); Selma Garrido Pimenta and Maria Socorro Lucena Lima (2017); and Evandro Ghedin, Elisângela Silva de Oliveira and Whasgthon Aguiar de Almeida (2015). The results indicate that the course plans present elements that identify them and characterize them as internship with research – appearing more strongly in Internship II and III – by structuring themselves from internships of a scientific research to know and analyze the reality of schools and by articulating theory and practice, so that they can contribute to the construction of pedagogical praxis and teacher identity, although some gaps still remain that need to be observed. This leads us to consider and agree with the authors who propose the internship with research as an articulating axis by excellence in the formative process. We point out the importance of this investigation being carried out with interns, teachers, field supervisors etc., to build new perspectives on the phenomenon. |
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