Discursos sobre a profissão docente durante as práticas de estágio supervisionado e seus impactos na formação em pedagogia

Abstract

This study analyzed the experiences of supervised internships in the field of education, reflecting on the role of pedagogical supervision, management, interns and what factors could trigger people to drop out of the pedagogy course. As this is a qualitative study, it embraced two methodological procedures: state of the art and narrative interviews. The State of the Art is the part of the work that will refer to what has already been discovered on the subject being researched, helping to improve and develop new concepts. As a way of organizing and concentrating the main ideas on the subject, data was collected from the UFPB Institutional Repository. The research was outlined through the analysis of monographs, written between 2015 and 2021, which report reflections on internship experiences and their importance in teacher training. After analyzing the publications, we realized that the supervised internship in Pedagogy is not discussed in such a way that all those involved in this process can consider their roles. Narrative interviews were also carried out with an intern and internship supervisors, with the aim of finding in these narratives, in addition to the relationship between theory and practice, discourses and actions of the supervision and pedagogical team in the relationship with the intern that can engender motivations or discouragements to continue their academic training. The texts and narrative data analyzed demonstrate the importance of discussing the internship in education, the relationships and discourses between the subjects involved in the teacher training process, corroborating the construction of future education professionals prepared for everyday school life.