Entre a teoria e prática: o trânsito dos estudantes entre os aportes teóricos e a prática pedagógica nos estágios supervisionados de pedagogia da ufba

Abstract

This research aimed to investigate how supervised internships recently implemented in the Pedagogy curriculum can contribute to the process of training of its students, extending this study to the course implemented at the Faculty of Education at UFBA. For this purpose, a bibliographic research was carried out. from the literature and a documentary research using the relevant legislation. An empirical research was also carried out with a sample of students course graduates. The bibliographic and documentary research is based on by the following theorists: PIMENTA and LIMA (2011), SAVIANI (2009), LIBANEO (2004, 2008, 2010), SILVA (2002), SCHEIBE and AGUIAR (1999), among others, as well as as in the laws, decrees and resolutions that regulate the formation policies of the education professional, specifically teachers of Basic Education in the Infantile Education and Initial Grades of Elementary School. In empirical research interviews with closed and open questions were used. data were analyzed from the theoretical foundation based on thought of authors dealing with the subject. The monograph is divided into four chapters. The first brings a brief history of the Pedagogy course, the second deals with on the teaching of pedagogical practice and internship in teacher training courses teachers. The third addresses the concepts and operating rules in the last two pedagogical projects of the Pedagogy course. Finally, the fourth of the main theme, concluding that the supervised internship components in the The new FACED curriculum has contributed to the formation of pedagogical practice and to bring Pedagogy students closer to the environment of their future performance professional as a teacher. However, it appears that offering these components need some adjustments, mainly in order to adapt the actions of supervising teachers to their goals, as well as establish a closer and more interactive relationship between the activity and the schools where stages develop. Overall, the conclusions lead to the conclusion that the internships, even in the initial period of implementation of the new curriculum, can collaborate in the training of future teachers