Concepções dos egressos do curso de física sobre o estágio supervisionado na formação docente.

Abstract

The supervised internship, in recent decades, was present in the context of the history of Brazilian education in the initial formation of teachers. Initially, the supervised internship was termed as teaching practice and, over time, as the main legislations were changed, the understanding of the teaching internship was also modified. According to the National Education Guidelines Law, 11.788 / 08, the supervised internship in the area of education is part of the pedagogical project of the course, being compulsory in the undergraduate courses. Thus, the supervised internship allows the graduating student to experience the contexts of teaching reality, which is significant for teacher training in the future professional education. There are, however, different conceptions about the supervised stage, which represent how teachers trainers, students and the training institutions themselves think through their undergraduate courses. In this work we seek to evidence and analyze the conceptions about the supervised internship among the graduates of the UFCG Campus Cuité degree in Physics. The study was qualitative, analyzed through the application of an open questionnaire, where the graduates were able to present their conceptions about the supervised internship in their training as an educator. The results showed that the graduates are aware of the importance of the experience of the stage. However, there have been very different conceptions at times, ranging from the recognition of the experience of the stage as an activity of approximation to reality, in a context in which theory and practice are inseparable and independent, to the dichotomous thinking between theory and practice, in which the stage is considered the only practical part of the course. We have seen that, in general, the supervised internship has provided enriching experiences for graduates. Thus, we can conclude that the internship is significant in the teacher training process, as it favors the insertion of the graduate in the field of future action. In addition, he experiences several real situations, articulating and improving his skills and competences. There is, however, to carefully examine the conceptions that are being constructed in the licentiate course in physics about such an experience.