ALENCAR, Ana Paula de Lima.
Resumen:
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.