O estágio supervisionado e a construção da identidade docente.

Abstract

The presente work has as a research problem the following question: how the supervised Internship contributes to the construction of the teaching identity of students of the Pedagogy course, the Teacher Training Center, Federal University of Campina Grande, Cajazeiras campus / PB? We have as main objective to discuss the construction of the teaching identity from the perspective of students who attended the discipline of supervised internship in Infant Education in the graduation in Pedagogy of the Teacher Training Center of the Federal University of Campina Grande, Cajazeiras campus. From this were outlined three other objectives, are: to find out the contributions of supervised internship in Early Childhood Education for teaching learning; to identify the main challenges highlighted by the students of Pedagogy course in the supervised stage in Early Childhood Education; and finally to reflect on the training in the Pedagogy Course for the performance in Early Childhood Education. The monograph is divided in 5 chapters: In the first we have the introduction about the approximation with the subject in study; in the second one, we approach the theoretical framework for supervised internship in Infant Education and the construction of the teaching identity to rethink the theory-practice relationship and the knowledge that permeates the teaching profession. In the third one we have the methodology in which we use the qualitative research through a semi-structured interview containing five questions and we use the technique of thematic analysis to analyze the data collected. Participated in the interview six students of the Pedagogy course who attended the discipline of supervised internship in Early Childhood Education. In the fourth chapter we have the analysis of the interviews from two thematic axes: Supervised internship: contributions, challenges and teaching learning. The construction of the teaching identity from the experiences in the formative process. Thus, we conclude from the interviews that despite all the difficulties and challenges encountered during the Internship period, the teacher identity occurs as the student starts the course and that this period is experienced in a particular way. The participants affirmed that the Internship period, although with a short time, help the learning of the teaching.