As contribuições do estágio supervisionado em EJA para a construção da identidade docente sob a perspectiva dos estagiários

Abstract

This study aimed to analyze the possible contributions of the experience in Supervised Internship in Youth and Adult Education (EJA) for the construction of teacher identity. The specific objectives were: to characterize the experiences lived in the EJA Internship that strengthen and / or hinder the construction of the identity with the teaching profession; to verify how the relationship between theory and practice happens in the supervised internship in Youth and Adult Education; identify what learning that EJA Supervised Internship practice provides for trainees; and reflect on my experience in the EJA internship, focusing on his contributions to the construction of the teaching identity. It is a proposal that had as theoretical basis authors: Arroyo (2006), Freire (2009), Nóvoa (1992), Pimenta and Lima (2012), Silva (2006), Tardif (2002), among others. In addition, official documents were consulted, such as: LDB (1996), National Curriculum Guidelines for Youth and Adult Education (2000) and Pedagogical Political Project of the Pedagogy Course (PPC) - UFPB (2006). From the methodological point of view, a qualitative field research was conducted through the application of a questionnaire with semi-structured questions to nine graduating students of the Pedagogy course - campus I / UFPB, who were studying the area of in-depth education in Youth and Adults. The study was also characterized as a participant research, considering my self-reflection about the experience as na intern in one EJA class of a school in João Pessoa / PB. The results of the study showed that the experience in Supervised Internship V contributes to the construction of the Pedagogue's identity, them it is the moment that the intern is closer to the reality of the school and teaching work in the EJA, as well as the opportunity to make relationships of such contexts with the studied theories and develop strategies that can meet the interests of the students. However, the students mentioned difficulties encountered during the execution of the curriculum component, including: short time to perform the activities; few students per class; lack of follow-up by the educational institution, among other factors that may make identification with the teaching profession impossible. However, knowing the school context of action, the pedagogical practices performed by the teacher / supervisor, the organization of a coherent planning for the subjects of the EJA were some of the factors that promoted significant learning for the formation of the Pedagogue as a teacher. In view of this, it is concluded that the Pedagogy / UFPB course offers deepening curriculum components in EJA, which, although presenting some shortcomings, from the perspective of the course students, they contribute to the construction of the teaching identity, which will be strengthened from the exercise of the profession. As for my experience, the internship contributed to find that the work of the youth and adult teacher transcends only teaching, when it promotes conditions for favorable learning for a critical and citizen formation of students with a view to their emancipation.