O estágio supervisionado como aporte da formação pedagógica

Abstract

This work is the result of an inquiry that had like central objective analysed the relation between theory and present practice in the Supervised Traineeship of the course of Pedagogy and the meaning attributed to this component curricular. looked to identify the relations between the experiences and the pedagogic practice survived in the traineeship with the reality that rules in the school spaces, what it is quite different from the conception formulated during the graduation. When Pepper is taking like motto a revision of the works of Pimenta (1997) Pimenta e Lima (2001) Libâneo (1997), Piletti (2004), Perrenoud (2000), among others and the experience itself of field survived in the process of supervised traineeship possivel understood so much the complexity of the educative práxis, as well as it supplied a new vision on the processes of formation of the educationalist. The data collected during the observation and regency of classroom made possible to understand that the traineeship is a privileged space of formation, a persistence of articulation between you know them practical-theoretically and the concrete experience of educating. Our actions in the future depend on our academic formation, and to attend the demands and longings of the society, it must be ruled by an action-reflection process between theory and practice.