O Estágio Curricular Supervisionado no Curso de Licenciatura em Pedagogia como possibilidade de articulação entre a universidade e a escola

Abstract

The study has as its object the Supervised Curricular Internship of the Pedagogy Degree course, considering that the articulation that the internship can promote between the university and the school is linked to the teacher training process in a continuous way. The problem is: How do Supervised Curricular Internship teachers perceive this activity as a possibility of articulation between the university and the school? The general objective of the research is: To analyze how the Supervised Curricular Internship teachers perceive the discipline as a possibility of articulation between the university and the school. And the specific objectives: Unveil how Supervised Curricular Internship teachers develop the link between university and school; Investigate the Supervised Curricular Internship of the Pedagogy Degree Course as a continuous teacher training process. Research is based on the qualitative approach and the praxiological perspective based on social analysis, prescribed by Bourdieu. The research data were obtained from questionnaires and interviews carried out with professors who work in the internship subject at three public universities in the State of Paraná, and were transcribed and analyzed based on the Discursive Textual Analysis Methodology (DTAM) which made it possible to relate categorizations to the research objectives, making up the cycle of analysis from the reflections on the teacher training process. For the research, the following concepts were approached: university, school, field, symbolic capital, habitus, the Pedagogy Degree Course as initial training and the internship as articulator of the training fields. Such concepts were based on: Bourdieu (1983, 2011, 2004, 2005, 2008); Chauí (2001, 2003); Saviani (1984, 1997, 2005, 2007, 2008, 2009); Gatti (2013; 2014), among others. We present the discussions about the articulation between university and school, and through the ideological representations that permeate Higher Education and Basic Education, academic production, as well as the documents that define aspects about the approximation of the training fields. The thesis defended is that the Supervised Curricular Internship of the Pedagogy Degree Course is a continuous mandatory field and that it should constitute one of the possibilities of articulation between the university and the school. The results showed that the teachers interviewed perceive the relevance of materialization, acceptance and monitoring that are necessary for the activities of the internship. But they still do not declare on the recognition of the internship as an articulator between the university and the school in a continuous way. They raise several possibilities of "approximation", and affirm that the activities of the subject are important moments as they understand that the contact with the school reality allows trainee academics to live an experience of being a teacher in Basic Education.