A escola e o professor de educação básica como coformadores na formação inicial

• Ano de defesa: 2023
• Autor(a) principal: Alves, Daniela Pereira Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Estágio supervisionado; Orientações de estágio; Escola coformadora; Supervised internship; Training school; Internship guidelines; CNPQ::CIENCIAS BIOLOGICAS; CNPQ::CIENCIAS EXATAS E DA TERRA; CNPQ::CIENCIAS HUMANAS; Ciência - Estudo e ensino; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41123; http://doi.org/10.14393/ufu.di.2023.394

Partnerships between the Basic Education School and Higher Education Institutions are fundamental for the initial training of new teachers. Despite several studies, this reflection is always new and brings aspects that can contribute to a better development of this partnership. Understanding the role of the school as a training space for future teachers is the starting point of this research, which, based on questions asked to Basic Education teachers, made it clear where there are flaws in the relationship with the Supervised Internship. For data collection, a questionnaire was used via Google Forms and sent to teachers through WhatsApp groups, as can be seen in the methodological development of the research. The objectives were to identify the conception of Basic Education teachers regarding their role during the internship at school and to see if they recognize themselves as co-trainers; to know the means by which the teacher, the intern and the school communicate, in order to clarify doubts and guide everyone about their roles. The results were grouped and analyzed in a qualitative way in four axes, namely: the profile of the teachers, the conceptions they bring in relation to the internship, the documents that regulate the supervised internship in the school and the knowledge of them by the teachers and, finally, the suggestions of teachers to improve the internship-school relationship.As an educational product, we prepared a Guidance Guide for the Co-training School for Basic Education teachers, based on the conceptions of teachers in the profession, so that managers and teachers can develop, at school, a space for knowledge and reflection on their roles in the partnership of Basic and Higher Education Institutions, during initial training. The Guide also welcomes and guides interns who will experience the Supervised Internship at the school. The product proposes to encourage the welcome and receptivity of the intern, while they experience contact with the classroom, with the students, with the norms, with the rules and with everything that involves their professional future. In addition to welcoming interns and teachers, this study proposes ideas that could be added to the school's Pedagogical Political Project, to favor its dissemination as a space for initial training. It was concluded that in the school space, there is little or no reflection on the training spaces between the School and the University, little is said about internship, and it is necessary to improve this dialogue so that everyone in the school community feels part of a conforming school.