O estágio nos anos iniciais do ensino fundamental: a prática docente do estagiário de pedagogia na perspectiva de diferentes sujeitos

Abstract

The theme of this study is the role of the Internship in Pedagogue formation and inquires about the performance of the student of Pedagogy in the Supervised Internship of the Elementary Years. The general objective is the analysis of the perceptions of different subjects involved in the Internship, focusing on self-reflection about the experience, as well as the perspective of the supervising teachers, teachers and children, with whom I developed my Internship. In the specific objectives I tried to identify the perception of the teachers / supervisors and trainees of the importance of this curricular component; characterize the relationship of the children with the proposed activities and develop a self-reflection about my performance in the Internship. Thus, I problematize in this work the development of this practice in the reality of schools. This study was supported by authors such as Pimenta and Lima (2011), Zabala (1988), Moran (2015) and Berbel (2011), among others. As a methodology, the qualitative approach was used, with the use of tools such as participant observation, semi-structured interview and informal conversation. The observation was carried out in a 4th grade class, and the interviews were carried out with two supervisors and two trainee teachers. Data analysis showed that supervisors emphasized the importance of Internship for teacher training and for exchanges between trainees and teachers, but point out the need for more time for the development of activities and have more continuity. The teachers present the idea that the Internship contributes to the approximation between theory and practice, to the construction of the teaching identity, as well as to a partnership relationship with the school and also enables the development of the research posture. As for the perception of the children about my performance in the Internship, they evaluated positively, highlighting the activities performed from games, games, videos. What points to the importance of the teacher to diversify the activities and the means of teaching. Therefore, it is concluded that the Stage, although presenting gaps that need to be overcome, contributes in multiple dimensions for the construction of the educational identity of the pedagogue.