O devir docente: olhares para a formação dos licenciandos em educação física a partir do estágio curricular supervisionado

Abstract

We understand becoming a teacher as a process ofcontinuous construction of teacher identities. This concept implies thinking of teacher education as a permanent and unfinished process. Thus, we adopt the conception of professional development for allocating a connotation of evolution and continuity, seeking to overcome the juxtaposition between initial training and teacher improvement. The constitution of teaching identities goes through experiences prior to the choice of the profession, the initial training period, and the professional experiences in different institutional spaces. Undergraduate courses play a relevant role in this process by providing future teachers with the necessary knowledge for professional practice. One of the central axes of initial training is the supervised curricular internship (SCI), whose main characteristic is to insert the students into the real context of their future profession. In this sense, this research aims to understand and analyze the pedagogical relationships built in the supervised curricular internship developed in the Physical Education undergraduate course at Juiz de Fora Federal University. This study was characterized as qualitative interpretive and used the case study method. The participants were eleven undergraduate students, five supervising teachers, and one supervising teacher. The data collection instruments were document analysis, participant observation, and semi-structured interviews. Content analysis was used to interpret the data. Four categories emergedfrom the data analysis: a) the graduation in Physical Education course; b) the SCIin the context of initial formation; c) the pedagogical relationships built during the SCI;d) the contributions of the SCIin the perception of the students. In this analytical path, we came across several actors related to initial training in undergraduate courses that had a negative impact on the construction of pedagogical relationships during the development of the SCI: the fragmentation of the course into undergraduate and bachelor's degrees, the centrality attributed to the bachelor's degree, the secondary training in undergraduate courses, and the anachronism of the curriculum. The time allotted to SCIin this training context is reduced, not meeting the minimum proposed by the national guidelines for teacher training, not providing moments for discussions and reflections on pedagogical practice during the SCI. The main thread of this curricular component is conditioned and restricted to bureaucratic actions, causing a distance between the educational institutions, school and university. The analysis of the pedagogical constructions between the supervising teacher and the supervising teacher pointed out that they happen in a distant way, with rare moments of interaction,and are based on the fulfillment of bureaucratic actions. Regarding the pedagogical constructions between the supervising teacher and the undergraduate students, the research made it possible to understand that, despite the problems present in the development of this curricular component, these constructions prove to be powerful in contributing to the construction of teaching knowledge and professional identities. The instructors make an effort to welcome the trainees, although they have no time, other than during the classes, to analyze and discuss the pedagogical practices with the trainees. The instructors drew on their personal experiences to conduct the internships, imprinting their own characteristics. In the perception of the undergraduates, the SCIis considered fundamental in initial teacher education, proving to be a determining factor, in some cases, in their choice to remain in the profession. The direct contact with the professional field was pointed out as the most relevant component, and the relationship with the students, the teachers, the dynamics of the classes, the development of the activities, among others, were also mentioned as components that contributed to the professional training. Based on the analytical path of the research, itis possible to consider the SCIas primordial for the constitution of the professional identity of future teachers. However, it is necessary to review the curriculum that makes up the initial training of undergraduate students and how the SCIis developed in this training context. The research findings demonstrate the need for greater inter-relation between the training fields and the subjects of the process, so that the pedagogical constructions in this period of training are meaningful.