Estágio na formação de professores: um estudo de caso sobre o estágio em gestão do curso de Ciências
Data
2019
Autores
Silva, Daniel de Carvalho 
Orientadores
Rangel, Flaminio de Oliveira
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O Estágio Supervisionado é um tema relevante nos debates em torno da formação de
professores. A possibilidade de ingresso na pós-graduação e a inserção em um grupo de
pesquisa que objetiva a melhoria do ensino, nos permitiu entrar em contato com um grupo de
alunos que realizaram o Estágio Supervisionado I do curso de Ciências – Licenciatura da
Universidade Federal de São Paulo do Campus de Diadema. O objetivo central desse estágio é
de propor ao aluno o primeiro contato com a escola por meio da gestão escolar num enfoque
metodológico baseado na pesquisa. Os estagiários entrevistados foram inseridos em uma escola
que possui uma parceria com a universidade em um contexto de pesquisa-ação, o que
proporcionou experiências relevantes durante a realização do estágio, a contar com a presença
da professora orientadora do estágio da universidade juntamente com os alunos na escola. Os
alunos, ao entrarem em contato com a escola na perspectiva da gestão, desenvolvem o
protagonismo por meio da pesquisa. Entendendo a importância de um estágio inicial cuja
proposta seja inserir o aluno na instituição escolar sob o olhar da gestão, este trabalho teve como
objetivo verificar quais foram os benefícios do Estágio I realizado pelo grupo para a formação
inicial desses futuros professores. A pesquisa, baseada na abordagem qualitativa, constituiu-se
num estudo de caso sobre o estágio, com uso do grupo focal enquanto estratégia de coleta de
dados, além da análise documental do Projeto Pedagógico do Curso. Os resultados indicaram
que o formato de estágio realizado pelo grupo entrevistado beneficiou a formação inicial no que
diz respeito ao contato com o aluno em uma nova perspectiva sobre a escola, proporcionando
ao futuro professor uma visão de escola enquanto organismo dinâmico e em constante mudança.
A presença da professora orientadora da universidade no estágio reforçou os benefícios deste
momento de formação, pois permitiu discussões e orientações na própria escola. Nosso objetivo
é de que as discussões e resultados apresentados neste trabalho forneçam subsídios para
melhorias do estágio supervisionado na formação de professores.
Supervised Internship is a relevant topic in debates regarding teacher training. The possibility of admission to postgraduate studies and the involvement in a research group aimed at improving teaching allowed us to get in touch with a group of students who completed the Supervised Internship I of the Science course – Licentiate Degree of the Federal University of São Paulo – Diadema Campus. The main goal of this internship is to offer the student a first contact with the school through educational management with a methodological approach based on research. The interns interviewed were enrolled in a school that has a partnership with the university in a context of action-research, which provided relevant experiences during the internship, including the presence of the university guidance teacher with the students at the school. The students, when in contact with the management perspective of the school, developed leadership by means of research. By understanding the importance of a initial internship in which the main goal is to insert the student in the school through a management perspective, the objective of this paper was to verify which were the benefits of the Internship I carried out by the group in the initial formation of these future teachers. The research, based on a qualitative approach, consisted of a case study about the internship, using the focal group as a data collection strategy, as well as the documentary analysis of the Pedagogical Project of the course. The results indicated that the internship format carried out by the group interviewed benefited the initial formation regarding contact with the student in a new perspective on the school, giving the future teacher a vision of the school as a dynamic and ever-changing structure. The presence of the university guidance teacher in the internship reinforced the benefits of this moment of formation because it allowed discussions and advises to be given at the school. Our goal was to allow the discussions and results presented in this paper to provide subsidies for improving supervised internship in the training of teachers.
Supervised Internship is a relevant topic in debates regarding teacher training. The possibility of admission to postgraduate studies and the involvement in a research group aimed at improving teaching allowed us to get in touch with a group of students who completed the Supervised Internship I of the Science course – Licentiate Degree of the Federal University of São Paulo – Diadema Campus. The main goal of this internship is to offer the student a first contact with the school through educational management with a methodological approach based on research. The interns interviewed were enrolled in a school that has a partnership with the university in a context of action-research, which provided relevant experiences during the internship, including the presence of the university guidance teacher with the students at the school. The students, when in contact with the management perspective of the school, developed leadership by means of research. By understanding the importance of a initial internship in which the main goal is to insert the student in the school through a management perspective, the objective of this paper was to verify which were the benefits of the Internship I carried out by the group in the initial formation of these future teachers. The research, based on a qualitative approach, consisted of a case study about the internship, using the focal group as a data collection strategy, as well as the documentary analysis of the Pedagogical Project of the course. The results indicated that the internship format carried out by the group interviewed benefited the initial formation regarding contact with the student in a new perspective on the school, giving the future teacher a vision of the school as a dynamic and ever-changing structure. The presence of the university guidance teacher in the internship reinforced the benefits of this moment of formation because it allowed discussions and advises to be given at the school. Our goal was to allow the discussions and results presented in this paper to provide subsidies for improving supervised internship in the training of teachers.