Estágio no curso de Pedagogia: expectativas e experiências na educação infantil

Abstract

This monograph presents the results of a bibliographic, documentary, and field study on the theme Internship in the Pedagogy Course: Expectations and Experiences in Early Childhood Education. Its general objective was to contextualize the experiences constructed throughout the Internship in Early Childhood Education, relating them to the expectations of teacher training in the Pedagogy Course. In this sense, we elaborate the following specific objectives: To understand the theoretical aspects and educational legislation of Early Childhood Education; Highlight the importance of organizing pedagogical work in Early Childhood Education; Reflect on the formative trajectory from the experiences in the Internship in Early Childhood Education. For the theoretical foundation, we studied the productions of important authors in the area, among which Mubarac Sobrinho (2014), Sonia Kramer (2002,2003 and 2009), and Jane Nelsen (2017). The methodological procedures involved the bibliographic and documentary survey; review of the research project and rereading of internship reports; elaboration of the theoretical and documentary foundation, following the qualitative approach that guided us regarding the need for the analysis to be processed by the link between the theoretical/documentary data, the participant observation in the internship field and the reflections constructed throughout the formative process. Documentary research focused mainly on the laws and guidelines of the national basic education policy, such as Federal Constitution of 1988; Law of Guidelines and Bases of National Education 9394/96; Review of national curriculum guidelines for early childhood education opinion DCNEI/ 2009 and Pedagogical Proposal SEMED for early childhood education. The results show the contribution of the Internship with research to the education of the pedagogue, as well as translate into reflective clues from the observations and interventions carried out at school, through the Action Plan, in confrontation with the theory studied. In this sense, it is concluded that research as a formative exercise in the Pedagogy Course contributes to guiding the future teacher on the role of self-assessment, the investigation of one's practice and reflection in the improvement and improvement of the world view and the school as a field of construction of a less exclusionary pedagogical practice.