Ethos de uma cultura profissional de formação docente: estudo no estágio supervisionado de prática de ensino
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Data
2023-05-23
Autores
Ducati, Juliana Malhado Bassan
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho focaliza a formação de professores no âmbito do estágio supervisionado de prática de ensino, no curso de Pedagogia. A pesquisa focalizou a presença, em tal contexto, de elementos relativos a uma cultura profissional de formação docente. Seu objetivo central foi investigar processos de apropriação e circulação, entre professores da educação básica que recebem estagiários, de elementos ligados ao ethos de uma cultura formativa pautada por um modelo profissional de formação docente. Como objetivos específicos, procurou-se identificar : 1. se professores em exercício que foram, quando estudantes, estagiários em um projeto de estágio que se pauta pelo referido modelo, se mostram dispostos a assumir papel ativo na formação de futuros professores; e 2. Se elementos desse modelo se fazem presentes no modo como esses professores consideram seu papel no estágio. A pesquisa foi realizada sob uma perspectiva qualitativa, com coleta de dados por meio de entrevistas semiestruturadas. As entrevistas foram realizadas com duas professoras e duas estagiárias que participam de um projeto de estágio em um curso de Pedagogia ligado a uma universidade pública no Estado de São Paulo. Os estágios são realizados em parceria com uma rede municipal de ensino. As análises dos dados reunidos no âmbito da investigação sugerem que as professoras participantes assumem posturas e atitudes formativas junto aos estagiários, pautadas por um ethos (no sentido bourdieusiano) ligado ao modelo profissional de formação docente. A partir desse ethos, as professoras assumiram uma divisão da responsabilidade pela formação das estagiárias em parceria com a universidade, reconhecendo o estágio como dispositivo central no processo formativo docente e o seu próprio papel como agente na formação.
This research focuses on the study of teacher education within the scope of the supervised internship of teaching practice, in the course of Pedagogy. More specifically, it focuses on the presence, in such a context, of elements related to a professional culture of teacher education. The central objective is to investigate processes of appropriation and circulation, among teachers of basic education who receive trainees, of elements linked to the ethos of a formative culture based on for a professional model of teacher education. As specific objectives we propose to identify: 1. if acting teachers who were, as students, trainees in an internship project that is guided by this model, assume an active role in the training of future teachers; and 2. If elements of this model are present in the way these teachers consider their role in the internship. The research is carried out from a qualitative perspective, with data collection through semi-structured interviews. It has as empirical reference internship activities in a Pedagogy course linked to a public university in the State of São Paulo. Data analysis made it possible to identify which elements are central to the project that guides the focused internship activities are present in the way the focused teachers consider their performance in the training of trainees and how they perceive their performance; which suggests the circulation, within the scope of this project, of an ethos linked to a professional culture of teacher training.
This research focuses on the study of teacher education within the scope of the supervised internship of teaching practice, in the course of Pedagogy. More specifically, it focuses on the presence, in such a context, of elements related to a professional culture of teacher education. The central objective is to investigate processes of appropriation and circulation, among teachers of basic education who receive trainees, of elements linked to the ethos of a formative culture based on for a professional model of teacher education. As specific objectives we propose to identify: 1. if acting teachers who were, as students, trainees in an internship project that is guided by this model, assume an active role in the training of future teachers; and 2. If elements of this model are present in the way these teachers consider their role in the internship. The research is carried out from a qualitative perspective, with data collection through semi-structured interviews. It has as empirical reference internship activities in a Pedagogy course linked to a public university in the State of São Paulo. Data analysis made it possible to identify which elements are central to the project that guides the focused internship activities are present in the way the focused teachers consider their performance in the training of trainees and how they perceive their performance; which suggests the circulation, within the scope of this project, of an ethos linked to a professional culture of teacher training.
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Palavras-chave
Formação de professores, Profissionalização docente, Modelo profissional de formação docente, Pedagogia, Estágio supervisionado, Teacher education, Teacher professionalization, Professional model of teacher training, Pedagogy, Supervised internship