Contribuições e desafios formativos do estágio supervisionado nos anos iniciais na visão de licenciado(a)s em pedagogia

Abstract

The theme of this study is "The Supervised Internship in the Early Years of Elementary Education." The general objective of this work is to analyze, through internship reports, the contributions and limitations of this experience developed in the Early Years. Among the specific objectives, the following are highlighted: to characterize the possible contributions to the training and practice of the teaching pedagogue; to map the challenges and limitations of the Supervised Internship for the training of the pedagogue; and to identify, among the activities performed during the Internship – observation, participation, and teaching – those that most favor meaningful learning for the formation of the future teaching pedagogue. In this context, the problematization of this study addresses how the supervised internship contributes to teacher training. The study is based on authors such as Irineu Mario Colombo and Carmen Mazepa Ballão (2014), Almeida and Pimenta (2014), Pimenta and Lima (2005/2006), Libâneo (2013), among others. The methodology adopted is qualitative, based on documentary research, consisting of internship reports. The documentary corpus was composed of 20 internship reports, produced between 2016 and 2023. The analysis of these data revealed that the Supervised Internship plays a crucial role in the formation of the pedagogue, providing a deeper understanding of the school reality and allowing the future teacher to engage in constant reflection on their practice. Moreover, it became evident that the internship experience significantly contributes to the development of the pedagogical skills of the interns, exposing them to various challenges that require flexibility, adaptability, and continuous learning, such as the lack of resources and teaching materials, lack of infrastructure, and the complexity of the praxis in the school reality, among others. Therefore, it can be concluded that the Internship, despite the challenges and gaps that need to be overcome, plays a fundamental role in the construction of the pedagogical teacher's identity. It provides numerous opportunities for professional development, allowing the intern to gain a more in-depth understanding of the educational reality and improve their pedagogical practices, even in the face of the difficulties encountered.