O estágio supervisionado no currículo do curso de pedagogia da Universidade Federal de Juiz de Fora: um meio para a interrelação teoria-prática e para a integração com as escolas de educação básica

Abstract

The present dissertation analyzed the processes used to organized the supervised practice at the Pedagogy course at the Federal University of Juiz de Fora, highlighting positive aspects and noticing gaps, with the goal of proposing an Intervention Plan. The choice of the topic was made while working as a pedagogue at the Supervised Practice Coordination of PROGRAD – UFJF, as well as being a result of the author’s professional experience as a teacher and as a member of management teams on Basic Education and on Higher Education levels. In order to conduct this research the structure given to the supervised practice, its normatization, and the role of each manager in its implementation were verified. The methodological resources utilized were interviews with the managers involved in the supervised practice and a survey with the students who took the supervised practice disciplines in such course. The analysis conducted was fundamented primarily by the works of Helena Maria dos Santos Felício and Ronaldo Alexandre de Oliveira; Iraíde Marques de Freitas Barreiro e Raimunda Abou Gebran; Miriam Darlete Seade Guerra; Stela Conceição Bertholo Piconez; Selma Garrido Pimenta and Maria Socorro Lucena Lima; Geiza Torres Gonçalves Araújo. All of those targeted matters related to curriculum, to management and to the organization of the supervised practice. The studies highlighted the low integration of practices related to the discipline. Therefore, we elaborated a intervention proposal anchored in two fields: one of regulation and the other of definition of the actions involving the integration of the curriculum in regards to supervised practice.