Estágio supervisionado no curso de Pedagogia da UFPB: as concepções discentes acerca da relação teoria e prática

Abstract

The Supervised Internship is a mandatory discipline in teacher training courses and its importance and its theoretical-practical character have been widely discussed, especially in the Pedagogy course. In this sense, from the discussions and experiences lived by the researcher, the present study proposes to understand the student conceptions of the Pedagogy course at UFPB, about the relation between theory and practice in the Supervised Internship. Thus, to achieve this objective, a qualitative and bibliographic research of the exploratory type was performed. They were invited to participate in the research, voluntarily, 3 (three) students of the Pedagogy Course at UFPB, in the last year of said Course, and 1 (one) student of each shift, given that the curriculum structure, as regards the beginning of the internships, could influence students’ conceptions. For the collection of information, semi-structured interviews were conducted. The obtained results shows that the students’ conceptions about the relation between theory and practice in the Supervised Internship are quite diverse and even contradictory, since the Internship is now understand as a theoretical-practical space, in others only theoretical or only practical; on the other hand, not even the relation itself is indentified in that discipline. In this way, to overcome this juxtaposed conception dissociated between theory and practice, especially in the Supervised Internship, it is necessary to understand, firstly, the importance of the Internship for the formation of future teacher and that this Internship must be based on the theoretical-practical relation, that is, on the principle of pedagogical praxis, contradictory.