A produção acadêmica sobre estágio supervisionado na formação de professores : o que revelam os textos dos ENDIPES de 2000 a 2012
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Data
2016-07-28
Autores
Casotte, Liliane Dias Heringer
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Editor
Universidade Federal do Espírito Santo
Resumo
In this research we propose to map, describe and analyze the academic production
on Supervised Internship in teacher training, presented at the Encontros Nacionais de
Didática e Prática de Ensino (Endipes). The focus of the research was based on the
development of a state of knowledge on the said topic in the period 2000 to 2012. We
have developed a bibliographical documentary research, qualitative and quantitative
basis, which carried out a mapping study on the subject Supervised Internship in
Endipes that period, taking it as significant relevant issues in the scientific field of
education. The Supervised Training has been highlighted in the research setting on
teacher training for its mighty contribution to both the promotion for the relationship
between theory and practice in training and teaching work, and for the constitution of
the teaching identity and for the development of collaborative actions between
universities and basic education schools, since, during the Supervisd Internship, the
graduating have the opportunity to experience teaching and learning situations and
reflect about the educational practice at the same time that he/she formed as a
teacher and researcher of his/her professional activity. Thus, we dialogued with
productions Pimenta (2001, 2002 and 2011), Pimenta and Lima (2004 and 2011),
Lima (2012) and Nóvoa (1992, 2004 and 2009). The results of the materiality show
the collaboration of Endipes for the socialization of production, since it brings together
results of the work of researchers around the country. In this scenario, through the
texts presented in the panel mode in the period from 2000 to 2012, the Supervised
Internship is highlighted as significant curricular component, effective to promote the
relationship between theory and practice and collaborative action between university
and school, as well as for the reflexive teacher training, for the establishment of
teacher identity and the composition of the teaching knowledge. In addition to these
issues, the authors also dealt with the experiences of Supervised Internship and
occupied in analyzing the underlying rationales for teacher training conceptions.
Descrição
Palavras-chave
Supervised Internship , Teacher Training , Academic Production , Endipe , Estágio supervisionado , Formação de Professores , Produção acadêmica