O papel do estágio supervisionado na construção e mobilização do Conhecimento Pedagógico do Conteúdo (PCK) na formação do professor de biologia

Abstract

This work aimed to understand how supervised internships have contributed for the Biology teacher in initial training to develop the knowledge necessary for teaching practice. Following the assumptions of qualitative and exploratory research, and of the Categorical Analysis technique, the activity reports prepared by a graduate student during observation and planning practices (stage III), and conducting teaching (stage IV) were analyzed. From the elaboration of a framework of construction/mobilization indicators, several domains related to the four categories proposed in the Grossman model, were identified in the intern's narratives, namely: Context Knowledge (CC), General Pedagogical Knowledge (CPG), Content Knowledge (CT) and Pedagogical Content Knowledge (PCK). In the observation and planning stages, the domains related to CC and CPG predominated, being represented mainly by the understanding of the school reality and identification of teaching difficulties. The domains related to the CT and PCK were noticed during the regency, being recognized mainly from the importance attributed by the trainee-teacher to the teaching of specific contents, and to teach them taking into account the students' previous knowledge. In view of the results, we emphasize the role of supervised internships in the practical training of future teachers, acting as a space for reflection and construction of the professional knowledge necessary for teaching.