O Estágio supervisionado no Curso de Pedagogia: percepções dos acadêmicos

Abstract

The present work entitled Supervised Internship in the Pedagogy Course: perceptions of academics, its main objective is to understand the importance of supervised internship in the training of academics in the pedagogy of the Escola Normal Superior. To do so, we sought to identify the bases theoretical foundations for the Supervised Internship in the Pedagogy course at ENS, investigate the contribution of the internship to the training of academics in pedagogy, and point out the challenges and possibilities experienced in the Internship. THE research is based on a qualitative approach, associated with field research. As a data collection instrument, we use the questionnaire and the observation carried out in the supervised internship. For the analysis data, it was necessary to use the dialectical method. featured initially with bibliographic and documentary research, based on scholars such as: Pimenta and Lima (2012); Ghedin (2018); Silva and Gaspar (2018); Garcia, Hypolito and Vieira (2005); Gauthier (1998). As main results, we realized that the Internship brought a great contribution to the formation of academics of the pedagogy course, giving the opportunity to articulate the theoretical studies with practical experience, contributing to the construction of pedagogical praxis, in addition to bringing experience to the formation and construction of its teaching identity.