Saberes-fazeres de professoras de estágio supervisionado do curso de Pedagogia de uma universidade pública da Bahia

• Ano de defesa: 2019
• Autor(a) principal: Ailson Pinhão de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Formação de professores; Estágio Supervisionado; Pedagogia; Saberes docentes; Professores > Formação; Estágios supervisionados; Prática de ensino
• Link de acesso: http://hdl.handle.net/1843/32694

The present research has as focus of investigation the knowledge of two teachers of Supervised Internship in the Course of Degree in Pedagogy of a Public University of the State of Bahia. The general objective is to understand the relationships between the contents of the teaching knowledge mobilized / produced by Stage teachers to meet the demands and the specific challenges of teaching with the curricular component supervised stage in the degree in Pedagogy of a Public University State of Bahia. From this general objective of research the following specific objectives were unfolded: to examine the relations between the guidelines prescribed for the stage in the proposal of the course of Pedagogy and the knowledge prescribed by the teachers in the planning of the teaching; characterize the knowledge mobilized / produced by the teachers as to their origins and natures; to analyze the relations between the didactic-pedagogical strategies in the classroom and the teachers' knowledge mobilized by the teachers; and to understand the relations between the forms of supervision of the internship experience developed by the teachers and the teacher knowledge mobilized / produced in this training action of the trainee students. The epistemology of teaching practice was the central theoreticalmethodological contribution of the research, and the studies that deal with university teaching, the supervised stage in the degree and the degree in Pedagogy as complementary theoretical contributions. The research is qualitative explanatory, and used the semistructured interview, the daily observation and the documentary research as techniques of data collection. The research findings show that the exercise of teaching in the supervised stage requires the mobilization and building of singular and plural professional knowledge of its teachers. The proximity to the reality of the public school, the continuous exercise of a more organic relationship with the school context, the closer dialogue with the teachers of the basic school, the capacity for interpretation and analysis of concrete pedagogical practice and the transformation of these interpretations into teacher training content require particular know-how, know-how and know-how. The two teachers who participated in the study mobilize a plural set of professional knowledge, in the exercise of teaching in the guidelines and in the accompaniments of the stage a range of knowledge. But it is the experiential knowledge that sediments their supervised actions. The internship in the schools lacks the consolidation of effective partnerships between the different actors who participate in the training of the trainees. The study also points to the dilemmas and challenges of teachers' action in supervised teaching. In particular, the lack of articulated and perennial projects between the training institution and the educational networks, which projects mutual responsibilities in the process of monitoring and supervising the training actions of the trainees in the field of teaching practice.