Estágio curricular e práxis pedagógica em espaços não escolares : a construção de saberes docentes nos cursos de pedagogia da UNEMAT

• Ano de defesa: 2019
• Autor(a) principal: Alencar, Rosalva Pereira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Estágio supervisionado; Práxis pedagógica; Saberes docentes; Espaços não escolares; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Supervised internship; Pedagogical praxis; Teacher knowledge; Non-school spaces
• Link de acesso: http://ri.ufmt.br/handle/1/1912

This research deals with the Supervised Curricular Internship and the pedagogical praxis in non-school spaces, as a possibility of appropriation, construction or not of the teaching knowledge in the Pedagogy course of Campi de Cáceres and Juara, University of the State of Mato Grosso. This approach arises from the following problematizing situation: How is the articulation of theory and practice in non-formal education spaces? Therefore, as a general objective, we seek to understand the internship and educational praxis in non-school spaces in the context of initial formation, as a space of appropriation, construction and reconstruction of teacher knowledge that emerge from the educational action of the people involved in this process. In this research, we use the theoretical and methodological framework that anchors the ideas and arguments presented by Nóvoa (1995, 1998), Pimenta (2011, 2012), Pimenta e Lima (2012), Tardif (2002), Barbier (2006), Denzin (2006), Haguette (2000), among others. The methodological approach is based on the qualitative perspective, through participant observation. Four teachers participated in this research, two of each Pedagogy course, and 05 groups of students in internship activities during their practices. Of these, 03 groups of the campus of Cáceres and other 02 groups of the Campus of Juara. In addition to the observation, we conducted interviews with the teachers and those trainees who were willing to participate. The research results showed three dimensions: first, it refers to the process of theoretical-practical instrumentalization, emphasizing the contributions of the stage of the constitution of the professional identity, organization of the pedagogical work, the theoreticalpractical aspects, the challenge of the existence or non-existence of non-school spaces, educational activities planning, trainees' accompaniment and internship evaluation. The dimension second refers to the pedagogical practice of the trainees, which evidenced the reconstruction of knowledge as the social reality and the interests and needs of the community led to the emergence of various knowledges and the role of the social educator as articulator of these knowledges. Finally, the dimension third presents the reflections produced by the trainees in the final reports of the traineeship, in which the contributions to the professional formation and perspectives of extension of the pedagogue's field of action stand out. The results confirm the thesis and show that the Supervised Curricular Internship in non-school spaces allows the construction and reconstruction of teaching knowledge.