Potencialidades do estágio curricular supervisionado na forma(ação) docente: saberes e fazeres de professores parceiros

Abstract

This research was developed along the lines of “Teaching and Management of Educational Processes” and has as its objective the initial and continuing training of teachers, choosing as its investigative focus the Supervised Curricular Internship (ECS), seen as the central axis of these two dimensions of teacher training. Based on such conceptions, the objective is, through the voices of teachers who work in basic education schools and receive intern students, in dialogue with the bibliographic production, to reveal knowledge and actions of partner teachers that reveal the formative potential of the Supervised Curricular Internship in exercise and teacher training. As a methodological approach, the research is based on the assumptions of Thematic Oral History (Bom Meihy, 1996), with the aim of working with the narratives/voices of Internship partner teachers, in the municipality of Brejetuba/ES. The subjects of the research, with whom semi-structured interviews were carried out, were four partner teachers, each working in one of the areas of knowledge, according to the National Common Curricular Base (Ministry of Education, 2018) for Elementary Education and Teaching Average. As theoretical support and support for analyzes and reflections on oral sources, a bibliographic mapping was carried out with the Digital Library of Theses and Dissertations (BDTD), outlining the State of Knowledge. The triangulation and discussion of the oral narratives of our research subjects, with the chosen theoretical references, allowed us to reach some conclusions, such as: the partner teachers develop concepts about the internship during the countless experiences they participate in, which are given new meanings with As time passes, however, the importance of the internship for teacher training is undeniable. The narratives revealed that there is no direct relationship between Higher Education Institutions and basic education schools, in a partnership process to carry out the Internship, which weakens the initial and continuing teacher training processes. However, even in the face of limited possibilities, internships have materialized in school contexts, and to this end, partner teachers from basic schools use knowledge from experience to conduct these training processes. The research also highlights the importance and need to design the Supervised Curricular Internship through an interinstitutional collaborative partnership, understanding that, through the sharing of objectives, commitments and responsibilities in the training process and the establishment of a direct relationship between Higher Education and Basic Education Institutions, teaching knowledge will be integrated, enabling the much-vaunted articulation of theory/practice. Likewise, it points to the Supervised Curricular Internship as a way of articulating the partnership between the intern's training institutions, especially because interns, partner teachers and supervising teachers can be the link that brings together and unites the two institutions.