Estágio supervisionado e a construção da identidade do pedagogo: os saberes e fazeres construídos no processo formativo

Abstract

The results presented in this monographic study are an integral part of the work plan entitled: “Supervised internship and the knowledge and skills constructed in the training process”, referring to the scientific initiation scholarship approved through the Institutional Scientific Initiation Scholarship Program of UEMA/PIBIC/UEMA/FAPEMA — UEMA/PPG Notice No. 15/2020, from the Pro-Rectory of Research and Graduate Studies of the State University of Maranhão — UEMA. Realizing the importance of internships in the training process, the need arose to investigate how the elements that make up supervised internships influence the construction of the teaching identity of the future pedagogue, since the school environment is a vast field of knowledge that provides interns with new experiences of the reality of the teaching profession, reflection on their pedagogical practices and provides new knowledge and skills in the activities developed during internships. Therefore, we seek, through the analysis and reflections of the narratives of the participants who recently graduated from the Pedagogy course at CESC/UEMA, to respond to the main purpose of this investigation that has the following general objective: To investigate the knowledge and skills constructed in the formation of the pedagogue's identity during the supervised internship. To theoretically support this research, we used theorists who deal with the topic investigated, among them: Pimenta (1999/2012); Maciel (2012); Tardif (2014); Pimenta and Lima (2017); Nascimento (2017/2018); Silva (2018); among other authors who contributed to address the issue of supervised internship and its importance for the formation and construction of teacher identity. This research is of a qualitative nature with an emphasis on the narratives of the participants involved with the problem. The results reveal the relevance that supervised internships have on the educational process of the pedagogue. It was found in the analyses that the essential elements that make up the internships develop new knowledge and actions that influence the decision-making about being or not being an educator, including the challenges and difficulties experienced during the supervised internships. The results achieved so far are satisfactory, but they do not conclude the investigations on the topic we propose to investigate. On the contrary, they motivate us to research and construct new studies on the formative process and identity construction of the pedagogue, based on initial training and supervised internships