O estágio não obrigatório remunerado: desdobramentos para a formação e trabalho docente na educação infantil

• Ano de defesa: 2022
• Autor(a) principal: Pretto, Maria Edinéia Sousa Vargas
• Orientador(a): Portelinha, Ângela Maria Silveira
• Banca de defesa: Portelinha, Ângela Maria Silveira , Sbardelotto, Vanice Schossler , Militão, Andréia Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Formação de professores; Estágio remunerado; Estágio não obrigatório; Trabalho docente
• Palavras-chave em Inglês: Teacher education and training; Paid internship; Non-mandatory internship; Teaching work
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/6226

This thesis is linked to the research line in Culture, Educational Processes and Teacher Education, of the Postgraduate Studies Program in Education at the master's level, from Francisco Beltrão (PPGEFB), by the Universidade Estadual do Oeste do Paraná (UNIOESTE). It investigates and discusses the interrelationships among initial education, teaching work and the non-mandatory paid internship in the field of Childhood Education in the Municipal Childhood Education Centers (CMEIs) of the seven municipalities belonging to the Regional Educational Center (NRE) from Dois Vizinhos-PR. The goal of this research is the Non Compulsory Paid Internship and the Implications for Education and Teaching Work. Thus, the research problem is limited to answering: What unfoldings occur in the working relationships between interns and CMEIs in these cities from 2018 to 2021? What is the incidence of paid interns in these spaces? What are the implications of this action for the education and professional development of teachers? The objective is to reveal how, at regional level, the insertion and work of paid interns at CMEIs have been occuring, and the implications inherent in their education and appreciation as future teaching professionals. It is considered that the paid internship is one of the possibilities of an initial teacher education course and an opportunity for many teachers to enter the practice. For this, a methodology based on Sánchez Gamboa (2007), following a critical-dialectical approach allows us to conceive reality and history in a perspective of continuous movement and analyze the collected data in their entirety. The bibliographic and documentary study is used as research, in addition to data collection through forms answered by the Municipal Departments of Education (SMEs). The sources used as support are based on theses and dissertations available in the database of the Coordination for the Improvement of Higher Education Personnel. (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), as a time frame, the years from 2008 to 2019. In addition to the discussions of Pimenta (2011), Freitas (1996) and Saviani (2009), who discuss the Brazilian historical context, revealing the constitution of the internship and the educational and teacher training. To support and identify concepts and aspects that involve work, teacher education and training, and non-mandatory internships, we highlight Antunes (2009), revealing the concern with the new model of workers, Frigotto (2016, 1999) and Marx (2009) in the discution on constituition and relationships of man with society, Pimenta (2011), Pimenta and Lima (2012), who discuss the internship as necessary for the construction of identity and teaching knowledge, and, Kuhlmann Júnior (1998) and Oliveira (2012), on Childhood Education approach. The results point to the scarcity of productions on the subject, and that paid interns represent an expressive number within the spaces of childhood education of municipal education networks, causing a worrying outsourcing and disqualification of teaching work. Furthermore, this thesis highlights the need to reflect on the concept of non-mandatory internship as an essential educational process, linked to the pedagogical project of pedagogy courses.