Estágio Supervisionado na formação inicial de professores: Percepções de professores iniciantes, egressos do Curso de Letras do IEAA.

Abstract

This research had the aim analyzing the perception of beginning teachers, graduated in the Language and Literature Course, at the Institute of Education, Agriculture and Environment (IEAA), from the Federal University of Amazonas (UFAM) about the Supervised Practice in teacher training formation. In the quest to achieve this objective, the specific ones complement it, like as: a) identifying the perception given to the Supervised Practices by graduates for initial teacher training formation; b) describing the significant experience acquired in the Supervised Practice; c) analyzing the perception of graduated professors about the relationship between theory and practice experienced in the Supervised Practice; d) explain the contribution of the Supervised Practice to the teachers' pedagogical practice. For this research, the theorical and methodological contributions were based on studies by Marcelo García (2009); Pimenta and Lima (2017); Tardif (2014); Gatti (2014), Bardin (1977), Minayo (2002); Franco (2008) Jovchelovitch; Bauer (2010); Creswell, (2014) among another contributions. The research was outlined in the qualitative approach, characterizing itself like a narrative. The collecting data happened through narrative interviews and Content Analysis for data processing. The study intended to show the perceptions from the voices of the graduated teachers in the Language and Literature Course at IEAA/UFAM, about the object proposed in this research. The results point to a fragmentation of the Supervised Practice in the formative process. It was possible to perceive that the way the Supervised Practice has been worked leads the student to limit himself to the context in the classroom without participating in other activities that involve teaching learning. However, the Supervised Practice, in some way gave a part of the contribution, either through negative or positive experiences that were re-signified in the pedagogical practices by teachers as beginners.