O estágio curricular supervisionado de licenciatura em Ciências Biológicas: um olhar a partir de uma perspectiva crítica
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Data
2018-06-08
Autores
Andrade, Tiago Yamazaki Izumida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os cursos de licenciaturas vêm passando por várias mudanças em sua estruturação curricular para se adequarem às novas diretrizes sobre formação de professores criadas nas últimas décadas. Dentre essas mudanças podemos destacar o aumento da carga horária das disciplinas relacionadas aos conhecimentos pedagógicos, com destaque para o Estágio Supervisionado. Entendemos esse componente curricular como um espaço/tempo propício para que o aluno de licenciatura possa analisar e agir de forma crítica na prática social, ou seja, que ele compreenda a importância da práxis para o trabalho docente. Com isso, o presente trabalho teve como objetivo compreender e analisar como e a partir de que princípios os professores de Estágio Curricular Supervisionado de Licenciatura em Ciências Biológicas entendem e desenvolvem este componente curricular com seus alunos. Para isso, os dados foram coletados por meio de entrevistas com professores de Instituições Públicas de Ensino Superior no estado de São Paulo. Para este trabalho foram analisadas as entrevistas realizadas com seis professores de diferentes instituições. Os dados foram analisados a partir dos pressupostos da Análise de Conteúdo e discutidos com base nos pressupostos da Pedagogia Histórico-Crítica. A partir das análises apresentadas pudemos evidenciar que ainda existem alguns entraves que limitam a realização do estágio. No entanto, pontuamos algumas potencialidades teóricas e metodológicas nas práticas de alguns professores que, ao utilizarem o estágio com pesquisa, contribuem, de certa forma, para o desvelamento parcial da realidade. As disciplinas de estágio, em muitos casos, se apresentam isoladas de outras disciplinas, não há uma interdisciplinaridade, o que contribui para o ensino fragmentado. Porém, em alguns casos foram apresentadas algumas práticas de interdisciplinaridade entre as diferentes áreas (específicas e pedagógicas) proporcionada pela proximidade entre os docentes. Evidenciamos também a necessidade de estabelecimento de relação mais próxima entre a Universidade e as Escolas de educação básica para que haja um processo de co-formação entre as instituições. Para que o estágio supervisionado alcance sua potencialidade de contribuir para a formação de professores que sejam capazes de analisar dialeticamente o fenômeno educativo é preciso que ele consiga gerar nos estudantes de licenciatura uma consciência crítica sobre a realidade e a capacidade de atuação como agente transformador do contexto em que se insere.
The undergraduate courses have undergone several changes in their curricular structuring to conform to the new guidelines on teacher training created in the last decades. Among these changes we can highlight the increase in the workload of the disciplines related to pedagogical knowledge, among them the Supervised Internship. We understand this curricular component as a space / time conducive for the undergraduate student to analyze and act critically in social practice, ie, he understands the importance of praxis for the teaching work. Thus, the present work aimed to understand and analyze how and from what principles teachers of Supervised Curricular Internship in Biological Sciences understand and develop this curriculum component with their students. For this, the data were collected through interviews with teachers of public institutions of higher education in the state of São Paulo. For this work, interviews with six teachers from different institutions were analyzed. Data were analyzed based on the assumptions of Content Analysis and discussed based on the assumptions of Historical-Critical Pedagogy. From the analysis presented we could show that there are still some obstacles that limit the completion of the internship. However, we point out some theoretical and methodological potentialities in the practices of some teachers who, when using the research internship, contribute in some way to the partial unveiling of reality. Internship subjects, in many cases, are isolated from other subjects, there is no interdisciplinarity, which contributes to fragmented teaching. However, in some cases some interdisciplinary practices between the different areas (specific and pedagogical) provided by the proximity between the teachers were presented. We also highlighted the need to establish a closer relationship between the University and the Schools of basic education so that there is a process of co-formation between the institutions. For the supervised internship to reach its potential to contribute to the formation of teachers who are able to dialectically analyze the educational phenomenon, it must be able to generate in the undergraduate students a critical awareness about reality and the ability to act as a context-transforming agent. where it fits.
The undergraduate courses have undergone several changes in their curricular structuring to conform to the new guidelines on teacher training created in the last decades. Among these changes we can highlight the increase in the workload of the disciplines related to pedagogical knowledge, among them the Supervised Internship. We understand this curricular component as a space / time conducive for the undergraduate student to analyze and act critically in social practice, ie, he understands the importance of praxis for the teaching work. Thus, the present work aimed to understand and analyze how and from what principles teachers of Supervised Curricular Internship in Biological Sciences understand and develop this curriculum component with their students. For this, the data were collected through interviews with teachers of public institutions of higher education in the state of São Paulo. For this work, interviews with six teachers from different institutions were analyzed. Data were analyzed based on the assumptions of Content Analysis and discussed based on the assumptions of Historical-Critical Pedagogy. From the analysis presented we could show that there are still some obstacles that limit the completion of the internship. However, we point out some theoretical and methodological potentialities in the practices of some teachers who, when using the research internship, contribute in some way to the partial unveiling of reality. Internship subjects, in many cases, are isolated from other subjects, there is no interdisciplinarity, which contributes to fragmented teaching. However, in some cases some interdisciplinary practices between the different areas (specific and pedagogical) provided by the proximity between the teachers were presented. We also highlighted the need to establish a closer relationship between the University and the Schools of basic education so that there is a process of co-formation between the institutions. For the supervised internship to reach its potential to contribute to the formation of teachers who are able to dialectically analyze the educational phenomenon, it must be able to generate in the undergraduate students a critical awareness about reality and the ability to act as a context-transforming agent. where it fits.
Descrição
Palavras-chave
Formação inicial de professores de Biologia, Professores formadores, Práxis, Pedagogia histórico-crítica, Initial formation of Science and Biology teachers, Teacher training, Historical-critical pedagogy