Estágio curricular: um estudo a partir das significações sociais construídas pelas estagiárias sobre o curso de Pedagogia/CE/UFSM

• Ano de defesa: 2007
• Autor(a) principal: Stivanin, Neridiana Fabia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Processos formativos; Identidade docente; Estágio curricular; Education processes; Teaching identity; Teaching practice; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7200

This research investigated how experiences were constructed during curricular training in Pedagogy Initial Series and Qualification in Pedagogical Disciplines of High School Level. According to Antunes (2001), this period stands for one of the most challenging in teaching trajectory and is marked by anguish and concerns. The research aimed at investigating the meanings constructed about the perspectives of the course, the experiences lives in training and the relationship established between the formation acquired during the course and the aspects that act upon the practice, in order to identify the influences those experiences exert on the construction of professional identity (PIMENTA, 2004) and formative processes (ANTUNES, 2001). The methodology employed is characterized by a qualitative approach, by Bodgan; Biklen (1994), based on semi-structured interviews and autobiographical reports with the collaboration of three training students from Pedagogy course Initial Series. The results accomplished are related to the dimension of the instituted imaginary, represented by bad school memories and frustrations lived in school. The imaginary takes the instituintive dimension when the collaborators manage to reflect about these negative images, based on the presence of teachers who manifested interest and offered support during their educative trajectories. In relation to the construction of the professional identity, the collaborators entered the Pedagogy course without having any identification with it, what constitutes the dimension of the instituted imaginary. However, their involvement in research projects and the experiences lived during curricular training time helped the collaborators to feel more identified and satisfied with the course. In relation to the formative processes, the data gathered with the collaborators demonstrate that the instituted dimension is represented by the myth of the pratic. Even recognizing that the formative processes are the key to the construction of a qualified professional and that the experiences established during graduation were positive and meaningful, they still value with more emphasis the experiences constructed via participation in projects developed in the educative community and in the contact with reality during training time inside Pedagogy course. The instituintive imaginary, related to formative processes, is represented in the personal search and effort and in the wish to go beyond what is offered in the university, thus understanding formation as a initial sage to the construction of professional identity, reflected in the way of practicing the profession