Contribuições do estágio supervisionado na formação docente .

Abstract

This monographic work was built on the basis of a research guided by the following objectives: understand the importance of supervised internship for initial teacher training; know the perception of Pedagogy undergraduates about the Supervised Internship contribution to the initial training; identify the design of graduates in Education on stage. The present study sought to theoretical contribution of the following authors: Freire (1996); Pimenta (1997); Lima (2001); Gonsalves (2003); Pimenta; Lima (2004), Antunes (2007); Vasconcellos (2012) among others. The field research carried out is of type. The subjects of the research were two graduated in Pedagogy and two undergraduate students, the course of pedagogy. The data instrument was a semi-structured interview. The approach was the qualitative type. The study allowed us to verify that the supervised internship has contributed so much to the licensees who are in training and for teachers already working; it provides knowledge to help them become qualified, skilled and efficient professionals to meet the social needs, above all, the need to improve the quality of education in Brazil.