Perspectivas inovadoras de atuação docente na pedagogia: um estudo sobre os estágios curriculares em ambientes não escolares

Abstract

This undergraduate thesis, from Pedagogy Degree at Universidade de Caxias do Sul, had as object of study the innovative perspectives of teaching performance in Pedagogy through the analysis of mandatory curricular internship practices in non-school spaces. The main objective of the research was to analyze the internship practices that were developed at non-school and non-institutionalized spaces in order to verify the innovative possibilities of each performance. For that purpose, a search was made to know different internship projects, in order to identify how students perceived this new perspective of action and the way in which innovation was present during the process. The theoretical foundation is based on the contributions of authors, such as: Freire (1996), Stecanela (2008;2018), Libâneo (2001; 2013), Singer (2015), Pedro (2016), Carvalho; Leite (2016); Leite (2012), Bacellar (2006), Pires (2018), Moraes (2003; 2006), Pestana (2014), Rocarelli (2019), Becker (2016) among others. It was used a qualitative methodology, based on the use of a research instrument, available through Google Forms, which was elaborated according to the conceptions of Gil (1999), in which students answered about aspects of their internship project in non-school spaces. The explanations were analyzed through the Discursive Textual Analysis of Moraes and Galiazzi (2006;2003). Two main approaches emerged: Relationships with the internship subject and Relationships with the field action. From these, seven categories appeared: The constituent part of the teaching identity; The new ways of thinking the internship; The role of the mentor teacher; The changes that the internship allowed; Encounters with non-school environments; Disenchantment with non-school environments and Thinking "outside the box". The data built in the research showed that there are possible ways of teaching from an innovative perspective in Pedagogy using the established relationships also in areas beyond the classroom. Results also show that it is during the process of distancing from the common place, in this case, the classroom, that the possibilities of renewal and creation of new perspectives and a look at training itself are triggered. Furthermore, it is essential that students get to know different possibilities developed in non-school spaces, because it is an integral part of the teaching identity and the pedagogical practice. By exposing to new environments, it is possible to expand the possibilities, to become indulgent. These non-school environments are different from what is common, which become inspiration and trigger new perspectives that are not seen at school or in the classroom. Moving to new spaces is a process of daring and new discoveries that serve to inspire teaching in classroom. [resumo fornecido pelo autor]