Revista de Iniciação à Docência

Teaching formative processes: experience report of the Pedagogical Residency Program in the Geography nucleus

Letícia Almeida Lopes, Muriel Pinto — Mon, 04 Mar 2024 00:00:00 -0300

This text is an experience report that took place within the scope of the Pedagogical Residency Program (PRP), provided by the Federal University of Pampa, São Borja campus. The core of the campus is Geography as a result of the Degree in Human Sciences. Interaction with basic education occurred through a peripheral public network institute. The problem of this report is shaped by the moment in which we seek to reflect on the teaching practice itself and, consequently, learning, as well as its development and continuity in the sense of teacher development. In this way, it is justified by the very importance of thinking about teaching activity and the role that programs like this have on it. Therefore, the objective of this report is to identify what the training processes were throughout the program's internship period. The attempt was made to do this by reporting on experiences based on a literature review. Final considerations cover the importance of programs that enable practice as the important channel of teaching learning for teachers in training.

Academic coordinator and teacher’s continuing professional development: thoughts about education, school and gender diversities

Georgeton Pires Correia, Cínthia Maria Seibert Santos — Mon, 04 Mar 2024 00:00:00 -0300

The present study focuses on the challenges and possibilities in the pedagogical coordinator's doing, whose main professional commitment is to manage teachers' and it’s own continuing professional development in the school environment considering the multiplicity of challenges facing the conception of education in teachers' continuing professional development contexts and the urge to fight prejudice, violence and silencing still present in school and in a society undeniably in crises either moral, whether of values, formation and constitution of ethical subjects, beyond the failure in the constitution of political subjects and subjects committed to the formation of a society based on more humane and emancipatory relationships. Starting from Freire’s premise of an emancipatory education, we reflect about school as a privileged space to discuss among education professionals topics related to gender and sexual diversities as a strategy for mitigating the violence suffered by LGBT students.

Cordéis at school: literature as a way of honoring

Mon, 06 May 2024 00:00:00 -0300

This article aims to tell about an experience of a didactic sequence applied to classes from Middle School during the Portuguese Language classroom at a Minas Gerais municipal school. The pedagogical practices were ruled by PIBID scholarship holders under the supervision of the class professor. Departed from the book Heroínas negras brasileiras em 15 cordéis (2017), by Jarid Arraes. And based on the perspective of literary literacy (Cosson, 2009), it was sought to know and to value the genre cordel literature and to produce cordéis keeping in mind the act of honoring local personalities, nationals and/or internationals chosen by the students themselves. The final product from the classes showed an effective way to use the literary text for building feelings and personal identities.

Faces of violence against women: discursive heterogeneity as a methodological tool

Anna Biatrys Moura, Célia Maria de Medeiros — Tue, 07 May 2024 00:00:00 -0300

Our work lies at the heart of the Institutional Scholarship Program for Teaching Initiation’s (PIBID) practices, carried out in a 9th year elementary school class. We aim to analyze four news headlines produced by students based on the process of retextualizing the short story “Gesso” by Jarid Arraes, and the song “Maria da Vila Matilde” by Elza Soares. To this end, we discuss concepts of discourse (Fairclough, 2001; Maingueneau, 2015; Mussalim, 2003), of subject (Authier-Revuz, 1990; Mussalim, 2003), of ideological and discursive formations (Althusser, 1996; Foucault, 1997; Maingueneau, 2015) and, still, as our theoretical-methodological approach, of constitutive heterogeneity and marked heterogeneity (Authier-Revuz, 1990). As results, we verified different discursive formations: those that converge with the discourses of protecting women and those that go against these discourses, ironizing and denying them.

History of Chemistry and Comics: report of experience in the teaching internship in chemistry degree

Maria Gabriela da Costa Melo, Leossandra Cabral de Luna — Mon, 27 May 2024 00:00:00 -0300

The supervised internship in initial training provides the construction of knowledge and practices for professional life, also providing opportunities for constant experience with didactic resources for the teaching-learning of chemical content, highlighting use digital technologies. In this context, this article reports on the experiences experienced in the supervised internship, in the History of Chemistry component and its implications for Science Teaching, taught to students of the Full Degree in Chemistry course, at the State University of Paraíba (UEPB), through the use of the strategy for creating Comics (Comics) using the Make Beliefs Comix tool. After following some steps and procedures, the students created their comics using the tool and shared their creations. It was noticed that the comics generator was a significant and dynamic teaching resource, contributing to the engagement of students in the subject and offering very pertinent discussions about teacher training based on their productions.

Supervised Curricular Internship: The Pedagogy Curriculum at the Federal University of Grande Dourados

Cristiane Ribeiro Cabral Rocha, Edvonete Souza de Alencar — Mon, 03 Jun 2024 00:00:00 -0300

This article addresses the theoretical aspect of the Supervised Curricular Internship and aims to analyze the curriculum of the Pedagogy Course at the Federal University of Grande Dourados, as well as the possibilities and limits of the Internship in Teacher Training. It is a qualitative research of documentary and theoretical analysis. From the analysis of the PPC of the course, it was possible to demonstrate that the Internship enables the formation of a critical-reflective professional, a factor that is due to the time and permanence of academics in the school environment, in which theoretical-practical activities are made possible in light of the diversity and multiplicity of issues inherent to school organization, and the challenges observed by future teachers are problematized in the light of theory in the academic environment, which makes the relationship between universities and schools continuous. Finally, understanding the Internship as a fruitful training movement in teaching and research, mainly in expanding the workload and as a curricular component with its own regiment, as presented in the PPC of the Pedagogy course at UFGD, enables teacher training with potential and experiences, providing them with a solid background of critical, social and reflective knowledge, for lasting professional performance.

Educação em Ciência, Tecnologia e Sociedade: Experiência de Estágio na Licenciatura em Ciências Biológicas

Thaís Mendes Rocha, Josie Agatha Parrilha da Silva — Wed, 19 Jun 2024 00:00:00 -0300

Este relato de experiência tem como objetivo apresentar a análise e as considerações resultantes da vivência durante o estágio de docência, abordando o tema da Educação CTS (Ciência, Tecnologia e Sociedade). O estágio foi conduzido com alunos da disciplina de Didática das Ciências do curso de Licenciatura em Ciências Biológicas em uma universidade paranaense. Essa experiência foi parte integrante do doutorado realizado no Programa de Pós-Graduação em Educação para a Ciência e Matemática. São apresentados os objetivos, métodos utilizados, interação em sala de aula, resultados alcançados, além da análise dos desafios enfrentados e das lições aprendidas ao longo dessa jornada de ensino-aprendizagem. Esta experiência de estágio não apenas permitiu a aplicação prática dos conhecimentos acadêmicos, mas também promoveu um diálogo fundamental entre a pesquisa científica e a prática educacional. Através dessa vivência, foi possível contribuir para a formação de futuros educadores e aprimorar habilidades de comunicação, adaptação e inovação pedagógica.

Saberes Docentes no Ensino Superior: Desafios e Tendências

Wed, 19 Jun 2024 00:00:00 -0300

This experiential account highlights the intricate nature of educational practice in the context of higher education. By investigating the challenges faced by teachers, ranging from the need to adapt to contemporary demands to the search for effective pedagogical methods, the analysis emphasizes the importance of continuous development of pedagogical knowledge. Grounded in the work of Defendi and Martins (2016) and motivated by a lecture delivered in the course "Teaching in Higher Education," offered within the framework of the graduate program in Scientific Education and Teacher Training (PPGECFP) at the State University of Southwest Bahia, Jequié campus, this study explores and analyzes two complex dimensions of university teaching: inherent challenges and trends that influence educational practice in this context.

Browsing through shapes: a practical approach to exploring plane geometry through problem solving

Grace Kelly Souza Carmo Goulart, Relicler Pardim Gouveia, Katiene Alves Ferreira — Tue, 09 Jul 2024 00:00:00 -0300

The study reports on the implementation of a teaching project in two first-year high school classes, addressing the similarity of triangles and Thales' Theorem through practical methods. The main question is how to integrate pedagogical resources to promote a deep understanding of the mentioned concepts. The methodology was based on problem-solving, using it as a teaching tool. Activities included the construction of a tetrahedral kite to address the similarity of triangles and solving a problem about calculating height from shadows, exemplifying Thales' Theorem. Specific objectives were outlined, such as recalling the characteristics of triangles, identifying cases of similarity, and solving problems involving Thales' Theorem. The teaching was adapted for students with special educational needs, promoting inclusion. Interest in the proposed activities was observed, despite some challenges, and each stage was conducted at the appropriate time, although more class hours or a review of the strategy were needed.

Active methodologies in the science classroom: a report on the Interdisciplinary Pedagogical Residency in Biology

Tayanara Sousa, Amélia Fernandes de Souza de Souza, Silvana do Nascimento Silva — Tue, 09 Jul 2024 00:00:00 -0300

Traditional teaching methodologies and their use are being questioned, especially by people who are increasingly connected and technological. In this direction, active learning methodologies are gaining strength as they are considered a complementary tool to teaching and learning processes. This experience report seeks to reflect on three games used in a state school in the city of Jequié-BA. Online quizzes, memory games and booklets on science subjects were used as elements of Active Learning Methodologies. To this end, a systematic literature review was carried out in search of other experience reports, as a way of presenting the main contributions of the method to the teaching and learning process, seeking to assist in the preparation of Science classes in the context of the Interdisciplinary Biology Center of the Pedagogical Residency. In terms of the methodologies used, we obtained the following results: the practical activities were successfully completed, and it is notable that the active methodologies proved to be innovative. After all, they place the students as the main agents of their learning, making it feasible for there to be stimuli that are encouraged by the teacher, providing the student with more participatory learning.

The workshop as an educational space and enabler of education for ethnic-racial relations in teacher training: an experience report

Joelson Alves Onofre — Wed, 24 Jul 2024 00:00:00 -0300

This text discusses the Workshop as a didactic tool and enabler of education for ethnic-racial relations in the field of teacher training. Our study is characterized as an experience report, aimed at discussing the development of the Workshop conducted within the scope of Law 10.639/03, which makes the teaching of Afro-Brazilian and African history and culture mandatory in public and private educational institutions. After 21 years of this important legal milestone, our reflections aim to highlight the potential of this activity as an educational space and promoter of learning, knowledge exchange, and also epistemological transgression. Entitled “Pedagogical Practice: The Silenced Prejudice,” the Workshop was the result of a practical proposal from the curriculum component Thematic Seminars (TSs) of a Specialization course in Education and Ethnic-Racial Relations at a university in Bahia. The results of the Workshop’s applicability demonstrate the need to address this discussion in teacher training, as well as the urgency of fostering the debate from the perspective of an effective anti-racist education in the educational context.

Reflections on the formative experiences of three Chemistry graduates in a supervised internship in elementary school

Tue, 30 Jul 2024 00:00:00 -0300

The teacher education of Chemistry based on the reflexivity of teaching practices requires conditions conducive to teaching. The objective of this article is to analyze the reflective practices of three Chemistry graduates, conducted during their elementary school internship, regarding face-to-face meetings of the discipline at the university, their observations and conduct at school, and the production of a field diary. Discursive textual analysis was conducted on a corpus made up of reports of their experiences during this internship, derived from writings in field diaries, transcriptions of conversation circles, treated in IRaMuTeQ. There was a delimitation of the internship as a reflective training path, which brings together the school and university, contexts of investigation of the teacher’s work. The teaching actions carried out by them in the conducting stage are similar to the teaching practices promoted by the supervising teacher, according to analyses referring to the observation stage. The beginning of their mandatory curricular internship was considered an opportune time to investigate the practice of the Chemistry teacher.

Pedagogical Residency in Portuguese Language: memories, reflections and experiences in the search for an education attentive to ethnic-racial relations

Michele de Jesus Santos — Tue, 20 Aug 2024 00:00:00 -0300

This paper is written by a resident student of the Portuguese Language subproject of the Pedagogical Residency Program at the Federal University of Recôncavo da Bahia (UFRB), Teacher Training Center (CFP). This writing is based on the concerns of the subject, black woman and teacher in training, and how this recognition affects her teaching in construction, as well as the importance and need for teaching based on education and ethnic-racial relations and what is recommended by Law 10.639/03. Furthermore, teacher training from perspectives that emphasize issues of race/racism in society, especially at school, and the need from teachers in training, and teachers already working, to continuously seek knowledge that will lead them to a conscious and anti-racist teaching practice. It is also with the school in mind, as a place where masks of virtual silencing should not persist (Kilomba, 2019), that we affirm the educator's duty to be attentive to not reproducing models that exclude black subjects, thus establishing a “pedagogy of implosion” (Pinheiro, 2023). Finally, the importance of programs like PRP for quality teacher training is emphasized.

Textual organization and discussion applied to the “jornalistic column” genre

Igor Frontelmo Mendonça, João Antônio Lopes da Silva — Thu, 22 Aug 2024 00:00:00 -0300

This project reports the experience undergone in the making of the workshop “Textual organization and discussion applied to the “journalistic column” genre”. In this manner, it exposes the context of the partnership developed between PIBID and extension. The workshop developed was a partnership between “pibidiano” and “extensionist”, both enrolled on the LET 438 (Discursive Genres) subject and both students of the Language course of the Federal University of Viçosa, also being a reflection on the possibilities of ways of applying the university extension. For the development of the workshop,the theories on discursive genres were relied on, as on Bakthin (2010), on textual notions proposed by Abreu (1994), Costa Val (1994) and Garcia (2015). The workshop had the objective of improving textual skills tied to discussion and textual organization through reading and knowledge on the “journalistic column” genre. For reaching this objective, the “didatic sequences” methodology,as on Barbosa (2017). The application of the workshop happened in a school gifted with PIBID from the state network of Viçosa (MG). Through the results, it could be perceived how it is possible to promote a critical view of midiatic productions and how the “journalistic column” genre is a bridge to the teaching of discussion.

The pedagogical residency program and teacher training in a Physics degree: an experience report in an electrotechnics class at IFRN campus Caicó

Álison Pereira da Silva, Hugo Vitor Freitas Guedes, Mikael Jakson Silva Gomes — Tue, 03 Sep 2024 00:00:00 -0300

This study explored the didactic-pedagogical aspects of the Pedagogical Residency Program (PRP) and its impact on the teacher training of Physics undergraduates at IFRN – Campus Caicó, focusing on a first-year class in the Technical Course in Electrotechnics. The PRP involved residents, preceptors, and coordinators, fostering a critical analysis of pedagogical practices and an enriching environment for exchanging experiences. The research was structured in six stages: understanding the PRP, general teaching planning, specific meetings, supervised teaching, self-reflection, and extension activities. The results indicated that the PRP was valuable for teacher training, with an emphasis on practical and institutional knowledge. The supervised teaching, initially traditional, evolved to include diverse methodologies, improving student autonomy. Evaluation highlighted areas for improvement in pedagogical practice and mastery of Physics content, with challenges such as observed mathematical difficulties. Activities were widely publicized at regional and national events, promoting the professional development of residents and continuous adjustments in teaching practice.

Computational strategies for biomolecular visualization with applications for high school biology teaching and research encouragement

Zaira Oliveira Santos, Bruno Silva Andrade, Rodrigo da Luz Silva — Tue, 24 Sep 2024 00:00:00 -0300

The present study aimed to analyze the potentialities of integrating the use of computational tools as a methodological strategy for the computational visualization of biomolecules in biology education. This is a qualitative study, as well as an Interventional Nature Research (INR). To collect data, two questionnaires (before and after the intervention) containing open and closed-ended questions were administered to third-year high school students, enrolled in the biology course. The data from the investigative process were analyzed according to the assumptions of Discursive Textual Analysis (DTA). The results of the study concern the contributions to the learning of biomolecules, as the use of computer resources can help students understand complex biology and associate them with their daily lives, while also highlighting the structural needs of the school. The work also emphasizes the overarching purpose of science education, which is to cultivate critical and conscious citizens capable of understanding and engaging with the world.

Thematizing five-a-side soccer in physical education classes in integrated high school

Ivia Salarolli Alves, Larissa Beraldo Kawashima, Marcos Roberto Godoi — Wed, 09 Oct 2024 00:00:00 -0300

The objective of this research is to describe and evaluate an pedagogical intervention of a five-a-side soccer teaching unit, based on its thematization and adaptation of games and games, in physical education classes in integrated high school at the Federal Institute of Mato Grosso (IFMT). The research is of the pedagogical intervention type, which aims to contribute to the solution of practical problems (Damiani et al., 2013). The participants were a 2nd year B class from the Secretariat integrated high school. The Didactic Unit developed for teaching futsal in Physical Education classes used games and games as pedagogical tools, moving away from traditional and sporting methodologies. Furthermore, conceptual and critical content related to football and futsal was covered, such as: the challenges faced by women's futsal; the distinctions between futsal and football; social inclusion strategies within futsal; the issue of corruption in the sporting context.

Perspectives and Challenges: a dialogue on the importance of technologies for teaching Mathematics

Jairon da Conceição Lima — Mon, 28 Oct 2024 00:00:00 -0300

The presented study investigates the impact of the use of technologies, specifically educational software, in mathematics teaching. The central objective is to investigate the impact of software use on the academic performance of students in basic education mathematics. Based on a theoretical framework that explores the role of Digital Information and Communication Technologies (DICT) in education, the study emphasizes the importance of empowering educators for the effective use of these tools. The applied methodology was qualitative and included data collection through questionnaires administered to elementary school teachers, in addition to a practical intervention using the Kahoot software. The results showed that the use of technologies increased student engagement and improved teaching dynamics, with positive effects on the learning of fractions. It is concluded that the integration of educational software in mathematics teaching not only fills gaps in educational research but also provides valuable insights for teacher training and the creation of innovative pedagogical practices, promoting a more interactive and efficient teaching environment.

Analysis of the teaching internship in postgraduate programs as a space for pedagogical training for higher education professors

Clarisse Silva Caetano, Jairo Antonio Paixão, Doiara Silva dos Santos — Tue, 19 Nov 2024 00:00:00 -0300

This study aimed to analyze the presence of teaching internships in stricto sensu postgraduate programs (master's and doctorate) as a space for the pedagogical training of teachers who will work in higher education. This is a qualitative bibliographical research, in which we sought to understand the state of knowledge on the subject in question. It was possible to identify that the pedagogical dimension of the teaching internship, within the scope of stricto sensu postgraduate courses, is fragile, a fact enhanced by the omission of Brazilian educational legislation regarding pedagogical training for higher education teachers in the country. Therefore, reflecting on the requirements and structures of the internship is necessary, as it is from them that the planning of actions and activities can be elaborated with a view to implementing normative propositions such as the Law of Guidelines and Bases of Education LBD 939496 and CAPES Ordinance nº76 of 2010 for the process of training teachers to work in higher education.

When words fail, music speaks: memories of experiences of university voices that emerge in musical playlists, in the form of podcasts, in an Orality classes, in a De-gree

Marcelo Vieira da Nóbrega — Tue, 19 Nov 2024 00:00:00 -0300

This manuscript analyzes the applicability of the musical playlist genre, through podcast, in a classroom of a degree course, more precisely in the Orality component, at a public university in the interior of Paraíba. This is an action research, therefore qualitative, of a descriptive and exploratory nature, which analyzed, based on the musical choices of six students, aged between 21 and 24 years old, how and to what levels these choices impacted their lives. , in the comparison between the experiences lived with the selected songs. Often, I intended to: a) categorize, based on the statements collected, depending on the musical choices, the different experiences based on the memories reported; and b) analyze the possible impacts of the experiences listed on the employees’ behaviors based on the categories listed above. The theoretical bases are anchored in Benjamin (1994; 2021); in Orlandi (2007) to address multiple forms of silencing; and in Le Goff for the perspectives of memory and history. Some results draw attention to the choices: a) the anxieties and uncertainties that the majority experienced during the Covid-19 pandemic; b) loving passions; c) childhood trauma, sexual abuse, for example; and d) sweet imaginary journeys in childhood.

Tales about the charms and disenchantments of/in the reform of the “New High School”: what is shown from/in the perception of Chemistry teachers in training

Tue, 10 Dec 2024 00:00:00 -0300

The Brazilian educational scenario is immersed in a context of (counter)reforms regarding the curricular organization of Basic Education, especially when we consider what is proposed by Law 13,415/2017, which determines the implementation of the National Common Curricular Base. This normative engendering is constituted by an explicit intention, curricular centralization. From the amalgamation of normative documents, there is evidence of an exercise called “Secondary Education Reform”, also known as New Secondary Education (NEM), which propagates countless fallacies, such as: false freedom of choice and proposing a curriculum that would supposedly be more attractive to youth. Given this scenario, investigating this movement emerges as a powerful challenge in the field of Teacher Training/Curriculum. In the meantime, through this article we intend to understand the NEM phenomenon based on experience reports from eleven graduate students of a Chemistry course in the Central-West region. This empirical material was analyzed using the assumptions of Discursive Textual Analysis. From the analysis, clues emerge that outline that the perception of undergraduates, regarding the NEM, is anchored in concern about the challenges experienced and identified at the heart of the implementation of the reform, among which the lack of resources and the devaluation of Education professionals stand out.

Possibilities and challenges on the path to consolidating periodicals in the field of teacher training: the experiences of the International Journal of Teacher Training and the Journal of Initiation to Teaching

Daisi Teresinha Chapani, Alexandre Shigunov Neto, Ana Cristina Santos Duarte — Wed, 17 Apr 2024 00:00:00 -0300

Therefore, the objective of this editorial is to highlight the importance of specialized journals for the configuration of teacher training as a field of knowledge, as well as to point out the limits and difficulties in consolidating journals in this field. We hope that the reflections made here can expand current discussions on the processes of evaluating academic production, especially with regard to pressure for impact, and shed light on the role of young journals in disseminating research results and experiences in this field.

Supervised Internship in Undergraduate Programs

Edvonete Souza de Alencar, Etienne Lautenschlager — Tue, 28 May 2024 00:00:00 -0300

This thematic dossier aims to disseminate research and supervised internship actions that are being developed in Brazil. It is known about the different perspectives inherent to supervised internship actions in the country. Pimenta and Lima (2017) present the relationships and aspirations of the theory and practice of supervised internship and these can be corroborated in the articles presented in this dossier.

Reflections and notes on the remote regime from the Supervised Internship in Biology Teaching based on Historical-Critical Pedagogy

Ana Paula Biondo Lhamas, Izabela Lourenço Silva, Carolina Borghi Mendes — Mon, 27 May 2024 00:00:00 -0300

The Supervised Internship present in License courses is essential regarding the possibility of an education which is committed to the instrumentation of future teachers, aiming to offer subsidies to the development of the revolutionary pedagogical praxis. So, by means of the License in Biological Sciences, in especial, the Supervised Internship showed it is possible to perceive the teaching of Biology as an instrument of mediation that makes possible the exchange of systematized and classical scientific knowledge, originated from the social-historical process, which aims to humanize students so that they can comprehend and intervene beyond the observable reality. Therefore, taking into consideration the comprehension of the Historical-Critical Pedagogy fundamentals, the Dialectical-Historical Materialism and the praxis acquired through the internship process in Public Schools, in reference to the curricular component of a License course in Biological Sciences in a Public University in Paraná State, that the experience report sought through systematic observation and interviews, to analyze and describe the development of Biology classes, difficulties caused during the remote regime and problems in education, which were worsened by the COVID-19 pandemic, resulting from social inequality, making it possible to identify weaknesses during the teaching and learning process.

Profissional Guidance: Report of experience with 3rd grade high school students

Lohana Oliveira Leite, Paloma Lima Viana, Carmem Virgínia Moraes da Silva — Mon, 27 May 2024 00:00:00 -0300

This report presents the results of a Professional Guidance practice in a public school in Vitória da Conquista, Bahia, carried out with students in the third year of high school, through a supervised undergraduate internship. Professional Guidance consists of a set of activities that aim to help students reflect on professional qualifications, the job market and opportunities. During the process, students experience activities that address self-knowledge and also provide information about possible paths after finishing high school. For this practice, the timetables of the Life Project discipline, which was developed to form the curriculum of all Brazilian schools, were used. This supervised internship process was built through studies in School/Educational Psychology and supported by the construction of knowledge from teaching in Psychology. The proposed methodology was through eight face-to-face meetings, lasting approximately sixty minutes, using questionnaires, dynamics, holding a conversation circle and creating material in the classroom. The results indicate that Professional Guidance equips students in a critical way, considering limits and possibilities of each one's life context, regarding professional choice after the end of high school.

Contributions of supervised curricular internship in teaching training and practice: analysis with students from the Pedagogy course at UFPR

Debora Cristina Lopes — Mon, 27 May 2024 00:00:00 -0300

The research seeks to analyze the contributions of supervised curricular internships to teaching training and practice. To this end, issues related to the difficulties encountered by the intern in their teaching practice and the role of the University as a training institution were discussed. The bibliographic research is based on authors such as: Tardif (2014), Pimenta and Lima (2004; 2006), Pimenta (1997), Souza and Guarnieri (2016). The field research included semi-structured interviews with 33 (thirty-three) students from the Pedagogy course at the Federal University of Paraná, carried out Google form. The questionnaire with 24 (twenty-four) questions deals with the student's profile, the role of the internship in teacher training and the difficulties encountered in carrying out the internship subjects. To analyze the responses, content analysis was used as a methodology (Bardin, 2011), and thus, three categories were defined: 1) Contributions of the initial training course in teaching practice; 2) Importance of supervised curricular internship in teacher training; 3) Difficulties encountered in carrying out the internship. Based on the analysis carried out, the research highlights the contributions of supervised internships in teacher training and the main difficulties encountered at the beginning of the career, limits and possibilities.

Remote supervised internship in Physics teachers education: what do undergraduates say?

Caroline Dorada Pereira Portela, Ivanilda Higa — Mon, 27 May 2024 00:00:00 -0300

In this research, it was analyzed the perceptions of undergraduate students about their experiences in the supervised curricular internship in the Physics degree course at a federal teaching institution in the southern region of Brazil, during the Coronavirus pandemic. It is a qualitative study, in which semi-structured life-history interviews with three undergraduates who completed all the supervised teaching internship subjects remotely were analyzed. In the interviewees' perception, the supervised internship in a remote context was full of challenges and limitations, such as little interaction with students and reduced time in synchronous classes; and the need to adapt their teaching proposals to the methodology and content proposed by the supervising teacher, with little space to exercise their teaching protagonism. As a result, the interviewees pointed out the need for classroom experience in order to feel like teachers, emphasizing the importance of interactions and experiences in the school context as constituent elements of teacher training.

Observing to Transform: contributions of the Supervised Observation Practicum to Initial Teacher Education

Marcela Eduarda Santos da Cruz, Mellissa Moreira Figueiredo Barbosa — Mon, 27 May 2024 00:00:00 -0300

This report aims to narrate the experiences during the Supervised Observation Practicum in the English Letters Major at the State University of Feira de Santana (UEFS). We reflect on the Practicum course's significance, especially in the observational aspect, within the context of initial teacher education. This work stems from the practical component, specifically the first of six practicums mandated by the current curriculum. The practical phase occurred at the field school, focusing on observing English language instructors in classrooms. These experiences draw upon insights from authors such as Biazi et al. (2011), Ferragini and Tognato (2018), Leffa (2011, 2012), and Freire (1968). From this perspective, we argue that societal development processes are intrinsically connected to basic education, with the Observational Practicum playing a pivotal role in initial teacher education. It facilitates the mobilization of knowledge, beliefs, attitudes, competencies, and experiences through observation. It is crucial to emphasize that findings from the practicum have been transformed into intervention projects, aiming to foster comprehensive development in both students and educators at the early stages of their educational journey.

Teaching Research Project: a proposal for an internship with research in initial teacher training

Leandro de Oliveira Rabelo, Maria Lucia Vital dos Santos Abib — Mon, 27 May 2024 00:00:00 -0300

In this paper, we present a proposal for the development of internships from an investigative and critical perspective that can favor critical teaching work and transform teaching in schools. The proposal in question, which we call the Teaching Research Project (TRP), was developed as part of the initial training of physics teachers at a public university in the state of São Paulo. Its actions were planned based on a set of studies on various theoretical and practical elements relating to teacher training in science education. These studies revealed significant ways of tackling the challenges of using the TRP and very promising results, even with the current contextual difficulties present in basic education schools. Therefore, with this text, we hope to contribute to other teacher trainers, helping them to reflect and propose new actions within the scope of supervised internships.

Experience report: reflection about teaching from the supervised internship in Geography at IF Baiano

Michely da Silva Felix, Adriele dos Santos Oliveira, Aline dos Santos Lima — Mon, 27 May 2024 00:00:00 -0300

The Supervised Internship in teacher formation courses is an educational act characterized by the immersion of graduates in the “ground” of the school with the aim of complementing their learning. The present work report this experience from the perspective of the challenges that are experienced by Geography teachers in the final years of elementary school at the Colégio Municipal de Cravolândia from the perspective of students at the Instituto Federal Baiano. In this study, the methodological procedures has been as follows: a) discussion of texts throughout the Geography Course, especially in the component Internship – Freire (1997; 2021), Pimenta e Lima (2004), Rangel (2007) and Cavalcanti (2010) – as well as documents that characterize elementary education (Brazil, 1996) and internship (IF Baiano, 2017; 2023); b) collection of secondary data on education in Cravolândia from SEC-BA (2021) and CMC (2023); c) fieldwork based on tradition at the researched school. The stage as a space for research and extension highlights, based on shared experiences, some of the challenges identified in teaching practice.

Curricular internship in Sociology and teacher training: experiences in a high school in Petrolina-PE

Zulcimara Araujo Amorim, Rosicleide Araújo de Melo — Mon, 27 May 2024 00:00:00 -0300

The teaching and learning process, determined by social historical reality and marked by conflicting relationships, unequal conditions and interests, demands a teaching practice that is inseparable from theory, in a systematic and scientific praxis and in the establishment of observant relationships and interactions with students, with evaluation and self-assessment as a source of reflection and expansion of knowledge (TARDIFF, 2000). Thus, the conducting internship in undergraduate courses is characterized as a fundamental activity in teacher training as it enables these processes that help in the definition and continuous redefinition of modes of action in teaching. This article reports on a curricular internship experience in a degree in Social Sciences in the UNIVASF. To this end, it presents the characterization of the internship location, description of the activities carried out and reflections made possible by teaching practice in a reference high school in Petrolina-PE, pointing out frustrated and other successful experiences, seeking to understand them in the light of pedagogical theories.

Initiation to professional practice in primary education: report of an experience of didactic innovation with the mediation of the Erasmus Pro programme

Florbela Rodrigues, Maria Eduarda Ferreira — Mon, 27 May 2024 00:00:00 -0300

This article reports the didactic experience in the initiation to the pedagogical practice of primary teaching degrees in the framework of the European Commission's programme that promotes the mobility of both students and teachers in teacher training.The activities supported are varied and include, among others, traineeships and short-term placements (ErasmusPro), hosting of visiting experts. Participating institutions should actively promote inclusion and diversity, sustainable development and digital literacy through their activities, taking advantage of the specific funding opportunities offered by the Programme for this purpose, raising awareness among their participants, sharing good practices and choosing an appropriate design for their activities. This process requires collaboration and detailed preparation of activities between institutions from different EU countries with the same background. We propose to describe the experience between 5 countries - France, Spain, Portugal, Italy and Romania - and the steps to be taken to implement this peculiar process that will take place next May 2024 with the aim of improving the quality of initial and continuing vocational training in Europe.

High school students' conceptions about the content of Solutions: a reflection based on the development of a didactic sequence

Gustavo Wendel Rodrigues Alves, Daniela Marques Alexandrino — Tue, 28 May 2024 00:00:00 -0300

The present study was developed as part of the activities of the Stage IV curricular component, at a State College in the city of Itapetinga-BA. Based on the adaptation of the works of Alves and Ribeiro (2019) and Silva and Vasconcelos (2020), we seek to understand which high school students' conceptions about the content of Solutions can be developed through the application of a didactic sequence (SD) in Chemistry classes. Furthermore, identify challenges in learning the content, as well as the presence of macroscopic and microscopic aspects during classes. For this, qualitative research was conducted, using two questionnaires as a data collection instrument, one at the beginning and another at the end of SD. SD was composed of seven pedagogical actions with two hours of classes at each time, with a workload equivalent to 14 hours. At the end of the SD, it was possible to identify the progress of the students' learning, as in many of the answers presented, they managed to overcome the errors in their conceptions. Furthermore, few students discussed microscopic aspects in class and the challenges in understanding the subject were minimized.

The supervised curricular internship as a formative space for the knowledge necessary for educational practice

Tiago Donizete Alves, Andréia Silva Abbiati — Tue, 28 May 2024 00:00:00 -0300

Ethicality, being inherently human, is integral to teacher training and practice, necessitating the acquisition of specific knowledges: apprehension of reality, critical reflection on practice, autonomy, research, and professional competence. This study elucidates how these five educational knowledges, as defined by Paulo Freire (2022), are addressed within the supervised curricular internship of the Bachelor’s Degree in Natural Sciences with a specialization in Physics at a public institution in the interior of São Paulo. Discursive textual analysis (Moraes, 2003) was employed as the methodological approach, applied to the field diary of an intern. Data were organized into three analytical units and categorized into five groups corresponding to the five knowledges discussed in the study. The internship was found to be a formative space for intrinsic educational knowledge by involving the future teacher in professional knowledges, grasping realities of action, constant evaluations of teaching and learning processes, and practices devoid of mechanical reproduction. It was concluded that as a formative space for Freirean knowledges, the internship enabled the initial formation of an educator capable of practicing their profession uniquely, with the ethicality that the human character of educational practice demands, thus taking responsibility for the humanization of their students.

Pedagogical narratives on teacher education in supervised internship contexts: paths and exploration possibilities

Lucan Fernandes Moreno — Tue, 28 May 2024 00:00:00 -0300

The critical training of teachers requires practices that promote self-reflection on what it means to be a teacher, and furthermore, on what it means to be a teacher in the 21st century. For many undergraduate students, the Mandatory Internship represents the only formative moment in which contact with the school environment is established, representing an important and decisive stage in their education. In light of this premise, we propose to discuss the possibilities of exploration in research on pedagogical narratives produced by teachers in training in the Supervised Internship course. By observing mainly subjective perspectives on teaching and the training they have received, as well as possible changes in these perspectives as they gain more experience during the internship, our objective is to highlight pedagogical narratives as an important research focus in the field of teacher education and emphasize their role in constructing a scientific thought in Education that prioritizes the experiences and reflections of real individuals.

Supervised Internship in Basic Education: different experiences contributing to the formation of the pedagogue

Simone de Souza, Cristiane Batistioli Vendrame — Tue, 28 May 2024 00:00:00 -0300

The article portrays two distinct experiences of carrying out supervised curricular internships in Basic Education. The first experience was conducted in person in a class within the Early Years of Elementary School, while the second experience was developed in the context of Early Childhood Education during the Covid-19 pandemic. The objective was to compare the perspectives of acade-mics regarding the contributions of theoretical-practical internship activities carried out both in person and remotely in the Pedagogy and PARFOR courses. This qualitative, exploratory, and descriptive study utilized Content Analysis (Bardin, 2010) analyzed the experiences of academics French Discourse Analysis to analyze the academics. The analys-is was based on their final internship reports and responses-to a questionnaire administered through Google Forms. The results highlighted several key points: the fragility of interpersonal relationships between interns and the teachers in whose classrooms they were placed, the significance of teachers in a technological teaching context, the influence of family members on the teaching and learning process, and the impact of socioeconomic and cultural realities on online learning conditions.

Reflections about the supervised internship in bachelor's degrees: an opportunity to experience the school reality

Camila Martins Januário de Freitas — Tue, 28 May 2024 00:00:00 -0300

The supervised internship is a curricular requirement of degrees aimed at teacher training. Keeping the possible existing differences in the organizational dynamics between the courses, a point in common is defined: the emphasis that the internship can provide in the future professional life of the future teaching student, as an opportunity to experience everyday reality within a classroom before forming. This article sought to point out and promote reflections on teacher training in Brazil, through a survey of academic productions by authors who dialogue on the subject, in addition to a personal account of the internship experience that made it possible to know the school reality, in addition to finding my locus of professional activity. It is concluded that more than a 'rite of passage' or compulsory subject, the internship promotes the confirmation of a choice and a rich experience of the student and in the formation of teachers capable of acting with autonomy and security.

Supervised internship in a non-school environment: a look at the role of the Pedagogy professional

Tue, 11 Jun 2024 00:00:00 -0300

This article presents research carried out on the work of pedagogues in non-school environments, more specifically at the Specialized Reference Center for Social Assistance (CREAS) in the municipality of Castanhal-PA, in the Specialized Service in Social Approach sector. (SEAS). To this end, it intends to identify the functions and main work demands, the pedagogical strategies adopted to develop the activities of this professional and the main challenges faced in their work. The research is based on the principles of a qualitative approach and makes use of both bibliographic and documentary research, based on the study of different documents on the Supervised Internship, such as the main legislation and CREAS technical regulations and guidelines, as well as empirical research, based on a semi-structured interview, carried out with the CREAS pedagogue who works in the SEAS sector of that unit, also based on participant research, constituted from the experiences and impressions obtained during observations at the research site. It was found that in addition to acting as a mediator in the socialization and interaction processes of the unit's users, this professional ends up taking on other functions related to listening, welcoming and proposing playful and interactive pedagogical activities.

Lista de Pareceristas ad hoc 2023

RID — Wed, 05 Jun 2024 00:00:00 -0300