Os desafios do estágio supervisionado no curso de licenciatura em ciências biológicas da UFRPE

Abstract

This research had as general objective the analysis of the subject of Supervised Internship 111 of the course of Biological Sciences Degree, in view of the recent changes that were implemented in the course, due to the resolutions of the National Council of Education for the courses of teacher training. We chose as theoretical categories the supervised stage and the teaching practice, supporting us in the researches of several authors in the theoretical foundation, highlighting Selma Garrido Pimenta. To account for the objectives of the study, we used qualitative research methods, having as subjects twenty-five students of the subject of Supervised Internship 111 of the Licentiate in Biological Sciences course of the Federal Rural University of Pernambuco, located in the city of Recife / PE . The Interactive Methodology was applied, as it was aligned with the objectives and theoretical basis of the work. To do so, we used interviews through the hermeneutic-dialectical Circle technique, questionnaires, participant observation and documentary analysis, as data collection instruments. Their analysis was carried out through a process of triangulation of the data, in which the theoretical and empirical categories, derived from the theoretical basis, and the units of analysis emerging from the instruments of data collection, were analyzed in the light of the theoretical basis, This process is called Interactive Hermeneutic-Dialectic Analysis. The results showed that the Supervised Internship is still being experienced in a fragmented way, even with a considerable increase in the workload, due to the changes in the resolutions of the National Education Council. This fact can be verified through the didactic modalities chosen by the trainees, who as a rule favored the transmission of information or content, and the lectures were the most frequent. Thus, a dichotomy between theory and practice was established in the discipline, since it presented an innovative discourse of teaching practice, but the trainees did not succeed in transforming it into innovative practices in the reality of the basic school. We believe that trainees have replicated the same practices that their primary and higher education teachers have used. As a recommendation, we suggest the need to rethink the supervised internship so that the graduates can test innovative didactic modalities in their regencies and that the other teachers of the course can also rethink and give better support to the students who seek the schools to experience the supervised stage, axis Course.