As contribuições do estágio supervisionado para a formação docente: reflexões a partir de narrativas autobiográficas

Abstract

This study aims to analyze the contributions of the Supervised Curricular Internship to teacher training based on autobiographical narratives. Thus, the present monograph focuses on experiences lived during internships, emphasizing the practices developed in the context of the early years of elementary education. The research analyzes and reflects on teacher training built through the reflection on practice, articulated with theoretical foundations. In this sense, the study draws on the theoretical works of Pimenta (1997), Pimenta and Lima (2017), Nóvoa (1995), Libâneo (2013), and Tardif (2002), which contribute to understanding the practice of the internship in the teacher training process and the construction of professional identity. This is a qualitative research of an autobiographical nature, which uses personal documents and relies on memory to construct narratives. The results indicate that reflecting on the internship in the initial teacher education course facilitates the articulation between theory and practice and contributes to building knowledge of the teaching profession. Likewise, professional activity in the context of the internship promotes the development of critical-reflective thinking. At the same time, this experience contributes to the construction of meaningful knowledge and the re-signification of pedagogical practices.