Saberes mobilizados e construídos no contexto do estágio supervisionado de ensino do curso de formação de professores para a educação profissional

Abstract

This research2 was carried out in the Graduate Program in Education, Master's Degree in Education, within the Research Line Educational Public Policies, Educational Practices and their Interfaces, at the Federal University of Santa Maria (UFSM). To meet the demand generated by the expansion of the Federal Network of Vocational Education regarding the training of qualified professionals to work in this type of education, an articulated pro-posal was developed between the Teaching Centers of the Federal University of Santa Maria. This proposal is the Teacher Training Course for Professional Education within the Special Graduation Program (PEG). The creation of this course stems from the Education Guidelines and Bases Law (Law 9394/96), which in its Article art. nº 63, item II, determines that teacher training may take place in ―pedagogical training programs‖ for holders of higher education diplomas who want to dedicate themselves to basic education. The study proposed here aims to analyze the limits and possibilities of the Supervised Teaching Internship (ESE) II and III of the Teacher Training Course for Professional Education (FPEP) for the construction of teaching knowledge of student-interns. The specific objectives are: Investigate how the student/intern relates knowledge of the content of the teaching subject and pedagogical knowledge in their didactic planning. To verify which teaching knowledge the trainee students of the Teacher Training Course for Professional Education mobilize to plan their school practice in the Supervised Teaching Internship III. To analyze, through practical experiences obtained during the Super-vised Teaching Internship, how the student-intern builds alternatives to the challenges and possibilities of the classroom. It is a qualitative research, anchored in the socio-critical paradigm, developed from the Research-Action. It uses as a source of data the bibliographic research and the field diary. The subjects participating in the research are students/interns and the pedagogical team that works in the Teacher Training Course for Profession-al Education. As an intervention strategy in practice, it uses collective meetings for discussion with the partici-pating subjects, seeking to foster the relationship between theory and practice. In this perspective, the study presents in its theoretical basis Bolzan (2013), García (2009), Imbernón (2012), Nóvoa (1997, 2019), Pimenta (2002), Schön (2000), Tardif (2002), among others. Finally, the results demonstrated the challenges related to the training of educators for Professional Education, since it is necessary to carry out the articulation of knowledge from previous training to pedagogical ones. Sometimes, the reports and plans analyzed showed weaknesses in terms of understanding and articulation of teaching knowledge of trainee students, evidencing the need to rethink the training offered with a view to its potential.