A formação docente ao longo do estágio curricular supervisionado das(os) acadêmicas(os) de pedagogia: um estudo de caso.

Abstract

The present research aims to understand the learnings developed during the supervised internship period and the not obligatory internship period developed by the academic degree in Pedagogy from the Federal University of Fronteira Sul - Campus Erechim, from the prospect of analyzing wich are the knowledge built during classroom practice and what are the contrasts between theory and internship practice. To this end, a questionnaire was held in person, having as a voluntary academic target audience, that has already undergone one of the internships – childhood education and/or early years. Subsequently, the data collected were analyzed according to the research group in which it was selected, academics already active in the school space and academics in which the first contact with the school environment was selected during the obligatory internship process. The results achieved in this study show that reflection is an important point for learning through teaching. In addition, it was found that academics that already worked in the school space have more properties when planning the activities performed during the monitoring period. It was also found that the academics who had their first contact with the school environment during the internship presented feelings such as fear, insecurity and mostly anguish. It is concluded that the not obligatory internship contributes to the constitution of experiences that assist during the curricular internship, as well, the importance of practice in the academic formative process.