O espaço do estágio supervisionado na formação inicial do pedagogo: trajetória e concepções

• Ano de defesa: 2025
• Autor(a) principal: Queiroz, Norma Lúcia Neris de
• Orientador(a): Tiballi, Elianda Figueiredo Arantes
• Banca de defesa: Mesquita, Maria Cristina das Graças Dutra , Zanatta, Beatriz Aparecida , Pessoni, Lucineide Maria de Lima , Purificação, Marcelo Máximo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Formação inicial; Pedagogia; Estágio supervisionado; Instituições de ensino superior
• Palavras-chave em Inglês: Initial training; Pedagogy; Supervised internship; Higher education institutions
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS::EDUCAÇÃO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/5341

This study is part of the research line Theories of Education and Pedagogical Processes, of the Stricto Sensu Postgraduate Program in Education at this University, with the title "The space of supervised internship in the initial training of future pedagogues, its trajectory and conceptions". Based on this title, the research question chosen was: What is the space of supervised internship in the initial training of pedagogues, considering its historical trajectory and fundamental pedagogical conceptions, and the perception of professors with experience in internship supervision from three Higher Education Institutions in the Central-West Region? To answer this question, the general objective was defined as: to understand, explain, and analyze the narratives of supervisors with extensive experience regarding the specific space, guiding concepts, and historical trajectory of supervised internships in the initial training of future pedagogues from three Higher Education Institutions in the Central West Region. The specific objectives were: to historically and theoretically contextualize supervised internships in the initial training of pedagogues, focusing on Brazilian educational legislation and normative educational documents; to explain pedagogical conceptions and educational purposes attributed to supervised internships as a space for reflection on the Pedagogy course, based on systematic document analysis and the narratives of supervising professors linked to three Higher Education Institutions in the Central-West Region; to analyze concrete possibilities and structural limitations of supervised internships being offered as an essential formative component, pointing out viable paths for their qualitative re signification in the context of initial and continuing teacher training, guided by principles of democratization, criticality, and social emancipation. According to Pimenta and Lima (2017, p. 10), the internship should articulate the training of the pedagogue as "[...] a reflective professional and researcher of their educational praxis in the educational environment." Based on this premise, a qualitative approach was adopted, with bibliographic, documentary, and field research. The latter research involved semi-structured interviews with 10 supervisors of Pedagogy internships. To answer the research question and the established objectives, and to proceed with the data analysis, this study consulted the authors Chauí (2003), Freire (1979, 1996), Libâneo (2006, 2011, 2012, 2014, 2016), Nóvoa (1992, 1995), Pimenta and Lima (2010, 2014, 2016, 2017, 2019), Saviani (2001, 2008, 2009), Sheibe and Aguiar (2017), and Tiballi (1998; 2020), among others. Content analysis was used in the data analysis, following the guidelines of Bardin (2016). The findings indicate that: a) internship supervisors unanimously recognize the relevance of the internship, highlighting the connection between the Pedagogy student and professional reality and the articulation between theory and practice; b) the workload (400 hours) and the period (5th semester) are seen as relevant aspects that can facilitate the participation of working students and those with busy schedules in the internship; c) gaps in knowledge in Pedagogy and basic education create difficulties for the quality initial training of students; d) supervised internships, marked by isolation and fragmentation throughout the course, with little interaction between teachers from different disciplines, do not interact with colleagues; e) supervisors conceive of the internship as a practice and not as an integrated component of the course; f) the lack of recognition and appreciation of the profession can lead to disinterest and less commitment from some students. It is concluded that higher education institutions should create more specific pedagogical projects, considering the internship setting, the profile of incoming students and their socioeconomic conditions, and the formative gaps inherited from basic education and those generated during the Pedagogy course, as these elements can impact the success of the internship and the quality of the initial training of the Pedagogue.