FORMAÇÃO DE PROFESSORES E O ESTÁGIO SUPERVISIONADO: TECENDO DIÁLOGOS, MEDIANDO A APRENDIZAGEM

Abstract

The article presents the results of a research through which we studied the articulation between the institutions responsible for teacher education: the university and the school. We understand that the internships are apprenticeships guided by experienced professionals to be carried out through activities directly related to school contexts and imply the articulation between the university and the institutions that correspond to the professional field of educational work. In this way, we seek to understand the perception of teachers as co-trainers of future teachers and students as agents participating in pedagogical actions, under the guidance of the university professor. We chose as a research field a municipal school in the city of Petrópolis / RJ, considered prestigious for developing pedagogical practices that stand out in the public network. The reasoning was about the reflections of Lüdke (2013) and Pimenta (2001) about the internship in teacher training courses and the articulation between the institutions involved in the process. The authors' ideas were compared with the discourse of teachers and students collected through interviews and on-site observation. From the qualitative approach, carry out this research, we used the participant type case study as an investigation method. In view of the data obtained, we conclude that the internship occupies a fundamental space for referring the future professional to practical training and that the articulation between university and school is necessary  that the teachers of the internship field perceive themselves as co-trainers of the future teachers and these, active subjects mediated by the most experienced.