O PROFESSOR DA ESCOLA CAMPO E O ESTÁGIO CURRICULAR SUPERVISIONADO: PERSPECTIVAS NA FORMAÇÃO DO FUTURO PROFESSOR

• Ano de defesa: 2022
• Autor(a) principal: Kruger, Andrea Maxilane Schneider
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Professor Supervisor; Estágio Curricular Supervisionado; Ensino Fundamental; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/16236

It comprises the role and contribution of the school teacher in the internship field, who acts as a supervisor in training processes in the context of the mandatory Supervised Curricular Internship, in public schools; research scientific productions in the area of Education on possibilities and the collaboration of the school teacher in the field of supervised internship; identifies the conception of internship supervisors in relation to their role and perspectives in the training of future teachers and seeks to produce a training blog, focusing on contributions to curricular internship processes for undergraduates. The research participants are teachers from the Municipal Education Network of São Gabriel da Palha, Espírito Santo, who work or have worked as supervisors of interns in undergraduate courses in Elementary Schools. It adopts a qualitative approach, using the technical procedures of bibliographic research and uses the questionnaire and the semi-structured interview, applied in an online format. For the interpretation of data, it uses the technique of content analysis (BARDIN, 1977). It situates the dialogue as a theoretical contribution, mainly with the studies of Pimenta e Lima (2018), Pimenta (2012) and Nóvoa (2012; 2019). The field research analyzes were organized in three axes: the conceptions of these participants about the internship and their supervisory role, for the training processes of the future teacher; the difficulties and scenarios to act in the supervision of the internship and its articulation with the institution of Higher Education, and; the possibilities and contribution of the field school teacher in the supervised internship for future teachers. The results indicate that, still, a conception of apprenticeship learning by imitation of models and techniques based on the dichotomous understanding in relation to theory and practice prevails in schools, and the perspectives of internship with research and practice are not explored by the participants. approximation of the professional reality in which the future teacher will work. They also present, as difficulties in this context, school indiscipline, insufficient time for supervisory actions. It appears with this study that the non-recognition of the institutionalized participation of this internship supervisor teacher, weakens the formation in the professional knowledge of future teachers in the context of the supervised internship. Faced with this demand that requires partnerships and exchanges, this investigation also presents a blog as a product, which will serve as support, interaction, sharing of knowledge and knowledge in this area, producing possibilities of contribution to the teaching, research and extension processes in in relation to formative and collaborative actions of the school teacher field of the internship for the formation of future teachers.