A importância do estágio para a formação docente

Abstract

Our research proposes to analyze the importance of the stage developed in the scope of the course of Pedagogy, considering the specificity of a course in the distance modality. The methodological procedures adopted were the bibliographical research and field research according to a qualitative approach, with an interpretative character, aiming to understand the meanings that the students confer to the supervised stage. The data generated from the questionnaires applied with six students were tabulated and treated from the content analysis (BARDIN, 2011), in view of the following discussion axes: Experience of Internship, Stage Supervision and Suggestion for improvement of Internship, based on theoretical authors such as Pimenta and Lima (2006), Veiga (2007), Barreiro and Gebran (2006), among others, as well as in the legislation that regulates the Supervised Internship and Teacher Training of basic education. Our results show that respondents had the initial expectation regarding the stage of seeking new learning, correlat theory with practice and experiencing pedagogical practice. In this sense, they point out that such expectations were met, highlighting the importance of this formative experience for their learning, for providing successful experiences and the approximation of the reality of the school and classroom. After this experience, they come to understand that there are particularities in the realities experienced and to understand that it is necessary to live the challenges of a classroom, to learn about the reality and the problems that are part of that experience, being fundamental for this, the continuous formation.