A contribuição do estágio curricular supervisionado na formação inicial do graduando em pedagogia: uma análise reflexiva do campo de atuação

Abstract

Teacher training, especially that of educators, has been the subject of constant discussion considering the theoretical-practical character that marks the professional activity of teachers. In this sense, the present research intends to penetrate this debate, considering the Supervised Curricular Internship of the Pedagogy Course, from its contribution to the formation of teachers, as an important point for the expansion of a debate whose focus is the quality of education. initial teacher professional. For this, we conducted a qualitative, exploratory research, in which we sought to understand the contribution of the Supervised Internship to the Pedagogy students of the Federal University Da Paraíba - UFPB. Twenty-nine students from the last year of the Bachelor Degree Course were part of our sample, who voluntarily underwent the application of a semi-structured research questionnaire. The results point to worrying questions, showing that, often, the internships are not configured as an opportunity for pedagogical praxis, but are restricted to judging the observed teachers or imitating the practice. In order to overcome this mistaken way of proposing the internship, we suggest that the debates around the teaching praxis be more effective in the pedagogical formation, favoring the internship as a privileged locus for it to occur.