Percepções discentes sobre competências acadêmico-profissionais no contexto de estágio curricular supervisionado
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Data
2021-11-18
Autores
Pelição, Taís
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Universidade Estadual Paulista (Unesp)
Resumo
O estágio é um ato educativo supervisionado, desenvolvido no futuro ambiente de trabalho, que visa à preparação para a atuação de estudantes que estejam frequentando instituições de educação superior, por exemplo. Este momento formativo colabora com o desenvolvimento crítico sobre questões específicas de cada área de conhecimento, para que possa planejar e avaliar a atuação atendendo aos objetivos com foco em seus alunos. O objetivo geral da pesquisa foi analisar as disciplinas de Estágios Curriculares Supervisionados das modalidades de licenciatura e bacharelado em Educação Física de uma Universidade Pública do estado de São Paulo, por meio da autopercepção discente, buscando identificar quais competências acadêmico-profissionais vêm sendo alcançadas entre os diferentes perfis de futuros profissionais. Os objetivos específicos são: analisar a influência da formação inicial na autopercepção dos discentes quanto às competências acadêmico-profissionais neste enquadramento, por meio de questionários estruturados e associar a autopercepção destas competências acadêmico-profissionais em estagiários do curso de Educação Física em questão, nas formações de licenciatura e bacharelado, a partir de análises quantitativas e qualitativas de dados coletadas nos questionários desenvolvidos para o estudo. Usou-se um desenvolvimento metodológico de caráter quali-quantitativo, com a participação de 59 discentes estagiários dos cursos de licenciatura e bacharelado em Educação Física. Foram aplicados formulários por meio de uma plataforma digital online, com questões fechadas e abertas e escalas validadas. Os resultados encontrados mostram que os discentes de licenciatura e de bacharelado em Educação Física possuem perfis diferentes e que muitos ainda desvalorizam alguns aspectos do Estágio Curricular Supervisionado, visto que não possuem autonomia acadêmica e profissional, criticam as cargas horárias exigidas e/ou as cumprem de maneira inapropriada e/ou desistem destas disciplinas. As respostas obtidas através das escalas foram analisadas por meio do teste ANOVA e Cluster hierárquico, destacando variações apenas entre percepções discentes para duas competências específicas relacionadas ao domínio de adaptações de conteúdos e conhecimentos específicos e forte associação entre a autopercepção de competências vinculadas à motivação e identificação de erros e objetivos na prescrição de aulas/treinos. Ou seja, os estagiários adquirem as competências, mas não as percebem ou não sabem aplicá-las. Os resultados e discussões trazidos por este trabalho fornecem subsídios para cursos de formação continuada, já que enfatizam a relevância da modalidade para os professores e profissionais de Educação Física, que é imprescindível na complementação à formação inicial.
The internship is a supervised educational act, developed in the future work environment, which aims to prepare students who are attending higher education institutions, for example. This formative moment collaborates with the critical development on specific issues of each area of knowledge, so that you can plan and evaluate the performance meeting the objectives with a focus on your students. The general objective of the research was to analyze the disciplines of Supervised Curricular Internships of the Licentiate and Bachelor modalities in Physical Education at a Public University in the state of São Paulo, through student self-perception, seeking to identify which academic-professional competences have been achieved among students. different profiles of future professionals. The specific objectives are: to analyze the influence of initial training on students' self-perception of academic- professional competences in this framework, through structured questionnaires and to associate the self-perception of these academic-professional competences in interns of the Physical Education course in question, in the formations and bachelor's degrees, based on quantitative and qualitative analyzes of data collected in the questionnaires developed for the study Physics. Forms were applied through an online digital platform, with closed and open questions and validated scales. The results found show that undergraduate and bachelor's students in Physical Education have different profiles and that many still devalue some aspects of the Supervised Curricular Internship, since they do not have academic and professional autonomy, criticize the required workloads and/or comply with them inappropriately and/or drop out of these courses. The answers obtained through the scales were analyzed using the ANOVA test and hierarchical cluster, highlighting variations only between student perceptions for two specific competences related to the domain of adaptations of content and specific knowledge and a strong association between the self-perception of competences linked to motivation and identification of errors and objectives in the prescription of classes/trainings. That is, interns acquire the skills, but do not understand them or do not know how to apply them. The results and discussions brought by this work provide subsidies for continuing education courses, as they emphasize the relevance of the modality for Physical Education teachers and professionals, which is essential in complementing initial training.
The internship is a supervised educational act, developed in the future work environment, which aims to prepare students who are attending higher education institutions, for example. This formative moment collaborates with the critical development on specific issues of each area of knowledge, so that you can plan and evaluate the performance meeting the objectives with a focus on your students. The general objective of the research was to analyze the disciplines of Supervised Curricular Internships of the Licentiate and Bachelor modalities in Physical Education at a Public University in the state of São Paulo, through student self-perception, seeking to identify which academic-professional competences have been achieved among students. different profiles of future professionals. The specific objectives are: to analyze the influence of initial training on students' self-perception of academic- professional competences in this framework, through structured questionnaires and to associate the self-perception of these academic-professional competences in interns of the Physical Education course in question, in the formations and bachelor's degrees, based on quantitative and qualitative analyzes of data collected in the questionnaires developed for the study Physics. Forms were applied through an online digital platform, with closed and open questions and validated scales. The results found show that undergraduate and bachelor's students in Physical Education have different profiles and that many still devalue some aspects of the Supervised Curricular Internship, since they do not have academic and professional autonomy, criticize the required workloads and/or comply with them inappropriately and/or drop out of these courses. The answers obtained through the scales were analyzed using the ANOVA test and hierarchical cluster, highlighting variations only between student perceptions for two specific competences related to the domain of adaptations of content and specific knowledge and a strong association between the self-perception of competences linked to motivation and identification of errors and objectives in the prescription of classes/trainings. That is, interns acquire the skills, but do not understand them or do not know how to apply them. The results and discussions brought by this work provide subsidies for continuing education courses, as they emphasize the relevance of the modality for Physical Education teachers and professionals, which is essential in complementing initial training.
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Palavras-chave
Estágio Curricular Supervisionado, Educação Física, Formação profissional, Competência acadêmico-profissional, Desenvolvimento Humano e Tecnologias, Supervised internship, Physical Education, Professional qualification, Academic-Professional Competences, Human Development and Technologies