O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador

• Ano de defesa: 2020
• Autor(a) principal: Oliani, Elaine Gomes Viacek
• Orientador(a): Vasconcelos, Maria Lucia Marcondes Carvalho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: letras; formação docente; estágio curricular supervisionado; cursos presenciais; cursos a distância
• Área do conhecimento CNPq: CNPQ: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://dspace.mackenzie.br/handle/10899/28529

Assessing teacher training implies in a reflection of the teaching model that must be adapted to the profile of the teacher that is to be trained. Of all the possible factors that may influence the teacher practice transformation process, perhaps the teacher her- or himself is the essential factor for the beginning and consolidation of this process. A critical analysis of teachers thinking about their own ideas about what, why, for whom and how to teach can be understood as an initial condition to promote didactic teacher model changes. With regard to the current situation, it is a fact that the discourse constructed in universities, institutions that form future teachers in their undergraduate courses to work in the classroom, suffers a significant mismatch. What is said and studied in theory is not always possible to apply in practice. It is the teacher’s role to take responsibility for the class and her/his duty to take care of the many aspects that involve teaching, such as the preparation, organization and application of classes in a democratic, engaging and dialogued space, including the use of required and available material resources for adequate activity development. Educators must also attentive and sensitive to any reality demands, since they work with heterogeneous groups and each class requires answers to its own needs. An essential aspect to be worked with concerning educator education is, undoubtedly, ethical-political competence, in the sense of commitment to the act of educating. It is also the role of the university to apply a formative view of the individual, who must adapt to exercise her/his future profession and the equally ethical exercise of citizenship. Against the background of the Supervised Curricular Internship, a mandatory requirement for the Licentiate Degree Course in Letters - Portuguese and foreign languages, this study proposes an analysis of the content and discourse produced by the supervisors of this activity, with the purpose of evaluating the practice carried out in both face-to-face and distance learning modalities, which is being significantly expanded in the current Brazilian educational context. Therefore, the aim is to determine how internships take place in the two teaching spheres, how they are guided by teachers in training institutions, how they interfere in future teacher training and whether they can be effectively practiced in both modalities, as intended by documents elaborated by Brazilian Ministry of Education.