O estágio curricular supervisionado no Curso de Pedagogia e a aprendizagem profissional da docência : alguns elementos para reflexão

Abstract

The focus of this research was the Supervised Traineeship of the Pedagogy course at the Federal University of Mato Grosso (UFMT), Rondonópolis Campus. Its aim was to investigate the Supervised Traineeship proposal developed in view of education, research and extension, verifying if it constitutes a learning space about the profession for the educator / teacher who will work at the beginning ages of the Mato Grosso State's elementary school. The subjects were three graduating students / trainees who belong to the subprojects that composed the traineeship proposition developed in the school used as search field. It is a Study Case, in an investigation of qualitative nature, since it was developed through imersion in the research context so as to fully understand the meanings and features fo that reality, giving emphasizis to the procedural character and the reflection. The main instruments used for data collection were the semi-structured interviews with the subjects, besides their training memorials and the documentary analysis developed with the UFMT's Institutional Project of Practice of Teaching and Supervised Traineeship of Ba. The theoretical reference is based on literature about teacher formation, supervised traineeship and legislation that guides the courses of teaching formation, as projects, opinions and resolutions. About the utilized literature, we sought support several theorists, Freire (1985), Garcia (1998), Nóvoa (1995), Schön (1995), Pimenta (2002), Libâneo (2002), Alarcão (2005), Piconez (1991), Kulcsar (2004), Lima (2002), Rocha (2001), S. Rocha (2001), Giroux (1997), kincheloe (1993), Forgrad (2002), and others. The data analysis was realized based on four categories, initially identified as dimensions of the supervised traineeship: the traineeship as space of professional learning by reflection of the pedagogic practice; the traineeship as a curriculum articulator element; the traineeship as an element of articulation between theory and practice; the traineeship as an articulator of all different levels of education - from university until basic education institutions. The reached results revealed that the proposal offered possibility for reflection, at the construction of knowledge, by the analysis of the school routine, by the analysis of acts inside the school, by the possibility of action upon this routine, in interaction with it and with the peers who work on it, what matches with a conception of traineeship as an educative act, recognizing it's dimension built by the reflection of pedagogic practices, seeking the learning process of the teaching profession. The results of the analysis allowed the following deduction: In this study case, the traineeship, as a integral subject of the curriculum of the pedagogy course, articulates with the other curricular elements for the realization of the institutional pedagogic project, pointing out and exercising the relation theory-practice, at the academic formation of the future professor. It also pointed out the collapse of the intentionality of the traineeship developement at the same institution, for three consecutive ages at the same school, seeking structural and institutional questions of one of these sizes, not opposing of evaluating the proposal positively.