O estágio supervisionado em gestão educacional na modalidade remota: percepções acerca da formação do pedagogo

Abstract

The Supervised Internship is an important curricular component in the training of teachers and managers. The Supervised Internship I Educational Management provides pedagogues with the opportunity to come into contact with the reality of the school, its contradictions and conflicts, potentialities, etc. It is a training space that can combine teaching, research and extension. Considering the relevance of the Supervised Internship, and in particular the relevance of the Supervised Internship I Educational Management, this research focuses on the following object of study: the supervised internship in educational management in the remote modality of the period 2021.1, as a result of the pandemic caused by the COVID-19 virus, in the Pedagogy course at the Federal University of Paraíba (UFPB), Campus I (João Pessoa). Its general objective is to analyze the perception of Pedagogy students regarding the training of educational managers based on the curricular component Supervised Internship I Educational Management in remote mode; and as specific objectives: reflect on the relevance of the supervised internship in the initial training of the pedagogue for work in educational management; present what students from the Pedagogy course at UFPB say about the curricular component Supervised Internship I Educational Management in the remote period 2021.1; and describe their perceptions regarding the training of educational managers. The methodology is based on a qualitative approach, that is, it seeks to collect information about student experiences in the supervised internship through a questionnaire to analyze how students understand the influence of the remote modality of the internship on the training of school managers. As a theoretical foundation, the research presents bibliographical references that support the need for the training/qualification of pedagogues to work in the area of school management and the role of supervised internships in this training process. As for the procedures, the research is characterized as ex-post-facto because it analyzes the cause and effect relationships between the internship period completed by the students and the perceptions after the internship experiences. Regarding the results obtained in the research analysis, the graduates of the Pedagogy course, Campus I, evaluated the internship in educational management in the remote modality as a factor that negatively impacts the professional training of educational managers due to difficulties in communication/interaction with the management team of the internship institution, a key factor for intern involvement and the reduction of the possibilities for further learning provided by the in-person internship, such as participatory observation and the application of an action plan with active student involvement.