Avaliação da política de estágio curricular supervisionado nas licenciaturas da UEPG pelos professores formadores no ensino presencial e remoto.

Abstract

The present research aims to analyze the Supervised Curricular Internship (SCI) policy and programs of six licentiateship courses at UEPG, focused on Primary Education, in face-to-face and distance learning contexts, based on the evaluation carried out by the teacher educators. It is assumed that an evaluation of the SCI in licentiateship courses may contribute to the understanding of the complexity involved in teacher education and the theoretical-practical training processes developed during its completion in the licentiateship course. The specific objectives were outlined as follows: a) to carry out a systematic literature review on the Brazilian academic production, in the form of theses and dissertations, focused on the theme of SCI of licenciateship courses (Primary Education); b) to characterize the conception of the SCI policy of the UEPG's licentiateship courses; c) to identify potentialities, limits, and challenges of the SCI, both in face-to-face and distance learning, evidenced in the results of the evaluation process carried out by the teacher educators; and d) to outline, based on the theory of evaluation of educational policies and programs, the main aspects, trends, and challenges of the SCI in face-to-face and distance learning. The guiding question of the research is the following: What is the evaluation of the policy and programs of the Curricular Supervised Internship (Primary Education) of UEPG's licentiateship courses of teacher educators who participate in it, in faceto-face and distance learning contexts? The theoretical framework was based on the contributions of Afonso (2009), Fernandes (2010, 2011, 2018), Bourdieu (2004a, 2004b, 2014), Mainardes and Stremel (2020), Pimenta (2012, 2019), among others. The research is qualitative in nature, of the evaluative case study type, and document analysis. The online questionnaire and the focus group are the procedures adopted for data production. The Textual Discourse Analysis (TDA), proposed by Moraes and Galiazzi (2007), is the methodology adopted for the analysis of the data produced, which comprise three categories: 1) Evaluation of the general aspects of the SCI subject; 2) Evaluation of the teaching experiences of teacher educators in face-to-face and distance contexts; and 3) Evaluation of the formative role of the SCI in relation to the need to revitalize the SCI policy in licentiateship courses at UEPG. The potentialities, weaknesses and similarities of the SCI in face-to-face and distance contexts emerged in the evaluation of the licentiateship policies and programs, when the teacher educators point out the strong points of the SCI in face-to-face learning and the difficulties and weaknesses experienced during distance learning, indicating the construction of new habitus in the development of the subject. Moreover, they emphasized the relevance of collective discussions that were held in the institution to recontextualize the policy in the context of practice in the period of social isolation caused by the Covid-19 pandemic. The evaluation of policies and programs by/for a social agenda characterized by inductive reasoning, acceptance of multiple realities and evaluators, diversity of data collected, description, considering the perspectives of teacher educators and their assumed social, ethical, political, and pedagogical concerns unveiled in this thesis, can contribute to the understanding of the SCI research field, as well as to the field of studies of the Evaluation of Educational Policies and Programs.