O estágio curricular supervisionado na formação de licenciandas de Pedagogia : os movimentos da constituição da identidade docente em narrativas de si
Data
2013-02-26
Autores
Rampazo, Vilma de Souza
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Universidade Federal de Mato Grosso
Resumo
The fast changes in the contemporary society marked by scientific and technological
development have demanded more and more theoretical inquiry, knowledge, experiences,
ethical and political stances, creativity, scientific and pedagogical knowledge along with some
other requirements from school and teachers. Thus, the comprehension of the complexity of
teacher training leads educators to investigate, among other areas, Supervised Traineeship in
early schooling, object of this study, considered in this study as a learning, integration,
investigation, interpretation and analysis environment, whose essence is to approximate the
about-to-graduate to the social dimension of the profession. The research was focused on the
Pedagogy Course at the Mato Grosso Federal University/Rondonópolis University Campus
(UFMT/CUR); it was originated at the Education Observatory Project at Pontifical Catholic
University of São Paulo (PUC/SP) in partnership with UFMT/CUR. It was based on a
methodological approach of qualitative investigation such as case study, including as
instruments document analysis, semi structured interviews, memorials, autobiographical
narratives and bibliographical research. The research objective was to investigate the
Supervised Traineeship in the Pedagogy Course at UFMT/CUR as a possibility to lead to
the about-to-graduate identity constitution, calling the attention to those ones under teaching
guidance with no classroom experience, focused on the 2009 class, based on the PPC
proposition - stage under research. Such investigation occurred from multiple perspectives:
the coordinator of the Pedagogy Course, when its reorganization was implemented; two stage
guiding teachers; the school, by means of three managers and two experienced teachers, exgraduates of the Pedagogy Course at UFMT/CUR and four about-to-graduate under training.
These ones constituted the main focus of the research whose notes on graduation were
analyzed. We searched for responding the following questions: Which are the possible
contributions of the Supervised Traineeship in the Pedagogy Course at UFMT/CUR proposed
in the 2009 curriculum having the research guiding the course? What is listed by those who
thought the Course as well as by those that are about to graduate? What points out the school
as the one that lives the graduation process of the about-to-graduate regarding its experiences
in gathering the stages, showing out the importance that is attributed to the subject for the
learning of the teaching profession? What do the about-to-graduate narrate about the
proposition of stage lived under observation, research and experiences in different spaces in
which the profession develops and what are the possible contributions pointed out for its
teacher‟s identity constitution? The results analyzed allowed to comprehend that the subject
Supervised Traineeship is a space of pedagogical construction with social, political and
educational/investigative dimension in the graduation process, since it promotes the
involvement of the about-to-graduate with school issues and the teaching staff by
sharing social and political crises that involve the profession in the everyday practice
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RAMPAZO, Vilma de Souza. O estágio curricular supervisionado na formação de licenciandas de Pedagogia: os movimentos da constituição da identidade docente em narrativas de si. 2013. 120 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2013.