ACOLHIMENTO, DIÁLOGO E MEDIAÇÃO DE SABERES: SENTIDOS DA RELAÇÃO ENTRE ESTAGIÁRIO E PROFESSOR-REGENTE NA FORMAÇÃO DOCENTE INICIAL

Abstract

Supervised internship in teacher education programs might provide experiences that help in the professional development of in-service teachers. The contact established with the regular classroom teacher (supervisor) is one of the most important ways to construct teaching knowledge provided to the trainees (REICHMANN; GUEDESPINTO, 2018). Thus, in this graduating paper, we sought to investigate the perceptions of one already graduated teacher and two teacher candidates from the Letras Inglês Teacher Education Program at Universidade Federal da Paraíba regarding their experiences when doing the practicum part of the courses Supervised Internship V, VI and VII, and considering the relationship between the trainee and the classroom teacher as well as the kinds of teaching knowledge that can result from this interaction. As theoretical references, we discussed different conceptions of supervised internship (PIMENTA; LIMA, 2005/2006; VALSECHI, 2018, among others), the relationship between the trainee and the classroom teacher (BUENO, DIOLINA E TOMAZ, 2018; REICHMANN, 2014), as well as the different types of teaching knowledge (TARDIF, 2000). For data collection, an online questionnaire was created in the Google Forms platform, and it was answered by the three participants, who had done the activities of the Supervised Internship V, VI and VII (English Language) courses in field schools, under the supervision of regular teachers. The questions sought to elucidate features of the relationship between the trainees and their respective classroom teacher supervisor and to explore the contributions of that interaction to their professional development. The analysis was conducted by identifying the most important themes in participants' responses to the questionnaire, regarding the understanding of the relationship with the regular teacher, the knowledge it can afford in teacher training, and the challenges faced. The analysis of the participants' answers revealed different experiences, but with a similar perception among the trainees about the regular classroom teacher. All of them believe in the relevance of the interaction with the supervising teacher for their respective professional education and they recognize the contributions of the active supervising/collaborative work of the classroom teacher during the trainee's insertion into the classroom. The supervised internship as well as the relationship with the classroom teacher are seen by the participants as opportunities for improvement of in-service teachers, preparing them for their future professional practice.