Formação inicial na educação infantil : potencialidades no estágio e na docência

Abstract

The following dissertation aims to investigate which potentialities in the upbringing of teachers are interlaced to the supervised internship, experienced in the context of primary education, with students from the Pedagogy Licensing course, in a community university, in order to place the supervised internship in the Primmary Education, identifying the potentialities and challenges experienced by the students in the upbringing of teachers, analysing which knowledge is mobilized, that contributes for the internship to happen and its tangles between theory and practice. The theoretical framework in this study is based mainly in ?Nóvoa (1992; 2009; 2019; 2015; 2022), Pimenta (2005; 2021), Barbosa (2006; 2013; 2018; 2022), Tardif (2015) and Freire (2021)", authors that contribute for reflections about the teaching in the primmary education, supervised internship and beginning of teachers's upbringing, among others. This research, of a qualitative approach, based itself, mainly, in the study case with the benchmarks of "Yin (2005), Morés (2012), and Lüdke and André (2013)". The study case gazed the document analysis of the Pedagogical Political Project in the course of a community university and the internship project and the final article of three students from the Pedagogy Licensing course. Therefore, for the data analysis, the Textual Discourse Analysis (TDA) was used, grounded in "Moraes and Galiazzi (2020)". Starting from this analysis, two general categories emerged, the knowing: "teaching know-how and teaching upbringing paths" and "experienced upbring potential in the primmary education", and a meta-text: "The potential of continuing teacher upbring". The results of this research reverberated in some potentialities that the supervised internship provides for the training of teachers in the pedagogy degree course, such as: (1) Possibility of experiencing the profession; (2) Self-recognition and awareness of teaching identity; (3) Possibility of choosing and recognizing continuing education; (4) Recognition of the internship while researching. However, some challenges were also encountered, such as (1) some gaps between theory and practice; (2) Very broad training, without theoretical pedagogical depth; (3) Learning to recognize teaching in Early hildhood Education; (4) The relevance of undergraduate training being taught by pedagogues. Thus, the supervised internship was perceived as a training potential that greatly contributes to the training and appreciation of teachers at a time when teachers, together with their peers, can learn and experience their profession, contributing to improving the quality of education. [resumo fornecido pelo autor]