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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Estágio Curricular. Curricular Internship. Pesquisa. Research. Formação Inicial Initial Formation |
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Estágio Curricular. Curricular Internship. Pesquisa. Research. Formação Inicial Initial Formation Almeida, Arthemis Nuamma Nunes de O estágio curricular em Pedagogia enquanto campo de pesquisa |
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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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Souza, Paulo Roberto Lima de |
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Souza, Paulo Roberto Lima de Almeida, Arthemis Nuamma Nunes de |
| format |
bachelorThesis |
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Almeida, Arthemis Nuamma Nunes de |
| author_sort |
Almeida, Arthemis Nuamma Nunes de |
| title |
O estágio curricular em Pedagogia enquanto campo de pesquisa |
| title_short |
O estágio curricular em Pedagogia enquanto campo de pesquisa |
| title_full |
O estágio curricular em Pedagogia enquanto campo de pesquisa |
| title_fullStr |
O estágio curricular em Pedagogia enquanto campo de pesquisa |
| title_full_unstemmed |
O estágio curricular em Pedagogia enquanto campo de pesquisa |
| title_sort |
o estágio curricular em pedagogia enquanto campo de pesquisa |
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Universidade Federal do Rio Grande do Norte |
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2020 |
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https://repositorio.ufrn.br/handle/123456789/42377 |
| work_keys_str_mv |
AT almeidaarthemisnuammanunesde oestagiocurricularempedagogiaenquantocampodepesquisa AT almeidaarthemisnuammanunesde curricularinternshipinpedagogyasaresearchfield |
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ri-123456789-423772021-10-05T14:51:40Z O estágio curricular em Pedagogia enquanto campo de pesquisa Curricular internship in Pedagogy as a research field Almeida, Arthemis Nuamma Nunes de Souza, Paulo Roberto Lima de Souza, Paulo Roberto Lima de Dantas, Josivânia Marisa Carvalho, Rozicleide Bezerra de Estágio Curricular. Curricular Internship. Pesquisa. Research. Formação Inicial Initial Formation 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. Nas últimas décadas ganham espaço discussões sobre a formação inicial de professores(as) a partir dos estágios curriculares, principalmente enquanto práxis, evidenciando sua importância na formação de professores(as) pesquisadores(as), reflexivos(as) e promotores(as) de uma educação libertadora, que a partir da pesquisa podem articular a teoria e prática na compreensão da realidade escolar e educacional e contribuir para a construção da identidade docente. Perspectiva presente nas normativas que regulamentam a educação brasileira e presumem a pesquisa como essencial para análise da realidade e planejamento de práticas pedagógicas. Considerando a importância do estágio com pesquisa, o momento atual de ataques à ciência e o meu lugar de graduanda em Pedagogia da UFRN que cumpriu os estágios curriculares, objetivamos analisar em que medida o estágio enquanto campo de pesquisa aparece nos planos de curso dos estágios curriculares de formação de professores(as) em Pedagogia Presencial da UFRN, campus central, ofertados nos anos de 2018 e 2019. Adotamos uma abordagem qualitativa, utilizando como procedimento a pesquisa documental em seis planos de curso dos três estágios da estrutura curricular de 2011.2. Para a análise dos dados criamos duas categorias para a leitura dos planos e sua organização em fichas de síntese: práxis e identidade docente; e, estágio com pesquisa, que foram discutidas a partir de Isauro Beltrán Núñez e Betania Leite Ramalho (2005); Selma Garrido Pimenta (2012); Selma Garrido Pimenta e Maria Socorro Lucena Lima (2017); e, Evandro Ghedin, Elisângela Silva de Oliveira e Whasgthon Aguiar de Almeida (2015). Os resultados apontam que os planos de curso apresentam elementos que os identificam e caracterizam como estágios com pesquisa – aparecendo mais fortemente nos Estágios II e III – ao se estruturarem a partir de etapas de uma pesquisa científica para conhecer e analisar a realidade das escolas e ao articular a teoria e prática, de modo que podem contribuir para a construção da práxis pedagógica e identidade docente, embora ainda permaneçam algumas lacunas que precisam ser observadas. Isso nos leva a considerar e concordar com os(as) autores(as) que propõem o estágio com pesquisa como eixo articulador por excelência no processo formativo. Ainda apontamos a importância de esta investigação poder ser realizada com estagiários(as), docentes, supervisores(as) de campo e etc., para construir novas perspectivas sobre o fenômeno. 2020-12-28T20:21:16Z 2021-10-05T14:51:39Z 2020-12-28T20:21:16Z 2021-10-05T14:51:39Z 2020 bachelorThesis 20160150523 ALMEIDA, Arthemis Nuamma Nunes de. O estágio curricular em pedagogia enquanto campo de pesquisa. 2020. 80 f. TCC (Graduação) - Curso de Pedagogia, Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2020. https://repositorio.ufrn.br/handle/123456789/42377 pt_BR Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia |