Formação inicial e estágio supervisionado: vivências compartilhadas entre professoras supervisoras e futuros professores de ciências
Data
2023-07-11
Autores
Santos, Renan Neres Caldas dos 
Orientadores
Azevedo, Maria Nizete de
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho abrange a formação inicial de professores de Ciências e investiga potenciais formativos da docência compartilhada, compreendida como vivência, de futuros professores de ciências em atividade de estágio. Apoia-se na perspectiva histórico-cultural, levando em consideração principalmente o conceito de vivência em Vigotski (2018), considerada uma unidade indivisível que integra as características do meio e a maneira com que um indivíduo se relaciona e é afetado por essas características. Está vinculado a um projeto mais amplo de parceria colaborativa Universidade e escola pública dos anos iniciais (FAPESP 2018/16585-1). A pesquisa, de caráter qualitativo e interpretativo, foi baseada na análise de: relatórios de estágio de alguns estagiários, cujas atividades foram realizadas na escola parceira; relatos de reuniões entre professoras da escola parceira e professores da universidade; relatórios de estagiários; relatórios de pesquisa do projeto de parceria enviados à FAPESP. A análise foi feita a partir de indicadores como: gestão física e metodológica em aulas de ciências; gestão de comunicação em aulas de ciências e reflexões sobre a aprendizagem para a futura docência. Os resultados mostraram potenciais formativos da docência compartilhada relacionados à interação dos estagiários com características específicas da gestão do ensino e da aprendizagem em aulas de ciências, tais como: organização espacial da sala de aula; relações de acolhimento e escuta entre professoras e estudantes; o afeto como opção metodológica; valorização da interação e comunicação entre docentes e estudantes; lugar para a autoria dos estagiários, entre outros. Como esperado, mesmo que as situações vivenciadas tenham sido semelhantes, os estagiários foram afetados por elas de maneira diferente, em conformidade com a teoria de base. Além do potencial formativo para os futuros professores de ciências, também foi possível observar que os professores supervisores da escola parceira também se beneficiaram com a atividade compartilhada, uma vez que não eram formados para ensinar ciências, e a presença de um licenciando de ciências foi relatada por esses profissionais como favorável. Sendo assim, a docência compartilhada em atividade de estágio, no contexto da parceria colaborativa, apresentou potenciais formativos não apenas para os estudantes em formação inicial como também para os professores da escola e da universidade envolvidos.
This work encompasses the initial training of Science teachers and investigates the formative potentials of shared teaching, understood as the experience, of future science teachers during their internship activities. It is based on the historical-cultural perspective, primarily considering Vygotsky's (2018) concept of experience, which is considered an indivisible unit that integrates the characteristics of the environment and the way an individual relates to and is affected by these characteristics. It is linked to a broader project of collaborative partnership between the University and a public primary school (FAPESP 2018/16585-1). The research, which is qualitative and interpretive in nature, was based on the analysis of internship reports from some interns whose activities were carried out in the partner school, reports of meetings between teachers from the partner school and university professors, internship reports, and research reports from the partnership project submitted to FAPESP. The analysis was conducted using indicators such as the physical and methodological management in science classes, communication management in science classes, and reflections on learning for future teaching. The results showed formative potentials of shared teaching related to the interaction of interns with specific characteristics of teaching and learning management in science classes, such as the spatial organization of the classroom, relationships of welcoming and listening between teachers and students, the use of affect as a methodological choice, the value placed on interaction and communication between teachers and students, and space for the interns' authorship, among others. As expected, even though the experienced situations were similar, the interns were affected by them in different ways, in accordance with the underlying theory. In addition to the formative potential for future science teachers, it was also possible to observe that the supervising teachers in the partner school also benefited from the shared activity since they were not trained to teach science, and the presence of a science education student was reported by these professionals as favorable. Therefore, shared teaching in internship activities, within the context of collaborative partnership, presented formative potentials not only for students in initial training but also for teachers in the school and university involved.
This work encompasses the initial training of Science teachers and investigates the formative potentials of shared teaching, understood as the experience, of future science teachers during their internship activities. It is based on the historical-cultural perspective, primarily considering Vygotsky's (2018) concept of experience, which is considered an indivisible unit that integrates the characteristics of the environment and the way an individual relates to and is affected by these characteristics. It is linked to a broader project of collaborative partnership between the University and a public primary school (FAPESP 2018/16585-1). The research, which is qualitative and interpretive in nature, was based on the analysis of internship reports from some interns whose activities were carried out in the partner school, reports of meetings between teachers from the partner school and university professors, internship reports, and research reports from the partnership project submitted to FAPESP. The analysis was conducted using indicators such as the physical and methodological management in science classes, communication management in science classes, and reflections on learning for future teaching. The results showed formative potentials of shared teaching related to the interaction of interns with specific characteristics of teaching and learning management in science classes, such as the spatial organization of the classroom, relationships of welcoming and listening between teachers and students, the use of affect as a methodological choice, the value placed on interaction and communication between teachers and students, and space for the interns' authorship, among others. As expected, even though the experienced situations were similar, the interns were affected by them in different ways, in accordance with the underlying theory. In addition to the formative potential for future science teachers, it was also possible to observe that the supervising teachers in the partner school also benefited from the shared activity since they were not trained to teach science, and the presence of a science education student was reported by these professionals as favorable. Therefore, shared teaching in internship activities, within the context of collaborative partnership, presented formative potentials not only for students in initial training but also for teachers in the school and university involved.