O estágio supervisionado: perspectivas atuais na formação docente.

Abstract

The present study addresses the nature of literature on the topic supervised training with assumptions on current perspectives in teacher education. Aims to study in more depth the theoretical support about the problem, to inquire, that the current approach may allow supervised training in teacher education in the academic course in Geography? In this sense , seeks to address the issue on an analysis of the contribution of this supervised training , in which delimits beyond the theoretical basis , a report of arising experience of internship in a public school, elementary and high school located in the city of Helena - PB . From there , try to identify the difficulties students face in completing the supervised course in Geography . The study is outlined with the main theme with the following topics : The supervised training in higher education institutions , with the historical restoration and development of teacher education in schools , the supervised a theory-practice relationship and reporting of supervised experience performed in a public school , sponsored by Full Degree Course in Geography - Campus Cajazeira - PB . To this end, we sought a literature authors that focus on the theme of the study, as highlighted : Bianchi et. al. (2002 ) , LDB 9394/96 in Brazil (1996 ) , Koogan Concise Oxford (2009 ) , Accacio (2013 ) , cited Alarcao Schon (1996 ) , Pine (1966 , cited in Pepper , 1997) , ( BRAZIL , 2007) , Buriolla ( 2001) , Pepper (1997 ) , Piconez (2006 ) , Freire (1997 ) , Resolution No. 03 /2008 (UFCG , 2008), among others , to address the aforementioned issue .