Estágio obrigatório nos anos iniciais do ensino fundamental para a formação de professores do curso de pedagogia da UFFS: estágio com pesquisa

Abstract

This dissertation investigates the implications of a practicum conceived as research (estágio com pesquisa) for the education of female prospective teachers in the early years of primary education within the UFFS Pedagogy program, understanding the practicum not as a mere fulfillment of hours but as a formative experience that generates thought about practice. It draws on authors in the field of practicum studies (Pimenta, Lima, Ghedin, Libâneo, among others), integrating a literature review and an empirical study, with Cultural-Historical Theory as the analytical lens. The methodological path articulates two complementary data sets: one comprising statements produced at the beginning of the mandatory practicum, and another consisting of the public sharing of work at the end of the process. The analysis focuses on three categories from which, a posteriori, nine subcategories emerged: (1) Mobilization of concepts about teaching; (2) Movement toward a practice-grounded reflective teaching; (3) Possibility of human development of the future teacher of the early years. The three broader categories interweave to sustain a movement that is not linear but cumulative: each intervention feeds back into planning; each record expands reflection; each public sharing consolidates criteria, opening new questions and horizons for action. Practices of intentional planning and the construction of professional languages emerged as teaching became public—making clear what was done and why it was done. These movements produced key formative effects: (a) authorship and professional belonging when practice is narrated and discussed collectively; (b) situated learning by testing and reworking proposals in the face of concrete problems; (c) awareness of teacher mediation in children’s development and in the activity of those who teach. Everyday challenges (such as student resistance, workbook-driven routines, and scarcity of materials) function as sources of professional learning, demanding contextual reading and evaluation of effects. The study concludes that living the practicum as research establishes conditions for the student teacher’s human development, not only through technical mastery but through the constitution of meanings and motives for teaching, with a professional identity in motion. As contributions, the study offers an analytical framework of formative devices. As limitations, it recognizes the institutional and temporal scope. In sum, a practicum conceived as research strengthens teaching in the early years by articulating theory and school, experience and reflection, in dialogue with the social responsibility of basic education.