O estágio supervisionado em ciências biológicas na profissionalização docente e na construção da identidade do futuro professor

• Ano de defesa: 2018
• Autor(a) principal: Galvão, Luzia Cristina de Melo Santos
• Orientador(a): Charlot, Bernard
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Formação de professores; Professores de primeiro grau; Programas de estágio; Educação; Ciências; Biologia; Estágio supervisionado; Identidade docente; Licenciandos; Professores; Profissionalização; Saberes docentes
• Palavras-chave em Inglês: Biology; Sciences; Supervised internship; Teaching identity; Graduates; Professionalization; Teacher knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/10977

Teacher training is an area of study that has been gaining more and more focus in recent years. Within this discussion, we can highlight the importance of the Supervised Internship subjects, being they a bridge between the school environment and the Universities. Knowing this importance, the general objective of this thesis was to identify the effects of the Supervised Internship in the formation of the teaching identity and in the professionalization of the teachers of Biological Sciences, through the relation between theory and practice. The subjects that participated in this research were divided into two groups, of which 46 were of the course of the Licensee in Biological Sciences in the period of 2016/1 and 36 graduates who were studying the Supervised Internship subjects. As data production instruments, questionnaires with open and closed questions and the focus group technique were used. The data were discussed with the theoretical basis of authors such as Selma Garrido Pimenta, António Nóvoa and Maurice Tardif and their collaborators, as well as other authors. Through the data produced and analyzed, based on the guiding questions of the research, it was possible to verify that the effects of the internship, with regard to the professionalization and the formation of the teacher identity during the training, did not reinforce in the subjects the desire to "be teacher ", since, through contact with the reality of the school environment, experienced during the practice of the internship, the licenciandos, at the end of the internship, did not wish to continue in the profession. The other considerations raised in this thesis were: most of thenew tickets subjects, as well as the trainees, chose the course as a second option and, despite being in a graduation, is not seen as a Basic Education teacher; the licenciandos do not see the relation of the knowledge learned in the university with the curriculum of the school environment; and the knowledge mobilized during the practice of the internship are disciplinary and curricular, being that, although those of the experience are considered important by them are harmed by the little conviviality with the school environment.