Relação teoria-prática no estágio supervisionado nos anos iniciais do ensino fundamental: uma experiência de discentes de pedagogia.

Abstract

The object of study of this monograph is the analysis about the theory-practice relationship in the Supervised Internship in the initial years of Elementary Education, according to the Pedagogy course interns, of the Federal University of Campina Grande / UFCG, campus of Cajazeiras / PB. Our research problem is thus outlined: how do pedagogues in training perceive the contributions of the Supervised Internship subject to the teaching practice and the use of ludic activities in the classroom in the early years of Elementary School? We have as objectives: to analyze what pedagogues in training figure out about the use of playfulness in the initial years of Elementary School, from the understanding of the contributions of the Supervised Internship subject; to map the different understandings of playfulness in the current literature; to identify the different understandings of playfulness that guide the teaching practices in Elementary Education for interns of the Pedagogy course UAE / CFP / UFCG; and to discuss the understanding of the theory-practice relationship in the Supervised Internship classes in the initial years of Elementary Education from the perspective of pedagogues in training. We based on the following authors to justify the work: Libâneo (2001-2013); Paniago; Sarmento (2015); Pimenta; Lima (2006), among others, who reveal that teacher training courses need to provide concrete opportunities that enable the experience of the Supervised Internship as essential for the construction of the teacher´s professional identity. As to the methodology, we used the qualitative research. In regard to the instrument, we used the semi-structured interview, containing eight questions, with Pedagogy students who have already taken the Supervised Internship course in the initial years of Elementary School. The result has provided reflections on the teaching practice, and one of these undergoes the inclusion of ludic activities in the professional training, so that this formative experience is reflected on the performance, after the university, due to the need of greater integration between the ludic activities and the pedagogical work, not only in the Pedagogy course, but in all other professions that demand care with the other.