Banca de DEFESA: CÉLIA POLATI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : CÉLIA POLATI
DATA : 28/06/2019
HORA: 10:00
LOCAL: Auditório do Pavilhão de Aulas Teóricas
TÍTULO:

Social Representations of Physical Education undergraduate students on Curriculum Supervised Internship

PALAVRAS-CHAVES:

Social representations; Teacher training; Supervised internship; physical education.

PÁGINAS: 138
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
ESPECIALIDADE: Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
RESUMO:

The Curriculum Supervised Internship (CSI) is a compulsory curricular component and is considered an important axis of teachers’ training curriculum. It consists of pre-induction to the teaching that allows the undergraduate student the anticipated knowledge of the professional performance field and the problematization and comprehension of the complexity of the institutional practices and the pedagogic actions that involve the teaching. The resistance of a portion of students to the CSI in the middle of the implementation of a new systematics organization and development of the internship in the Higher Education Institution (HEI) investigated, motivated the research of the students’ representations on the CSI in order to know how they conceive it and behave during their development. The Theory of Social Representations was adopted as reference, since it allows the knowledge of the beliefs and values that determine the attitudes of the undergraduate students towards the CSI. The research’s objective was to identify the undergraduate students’ social representations of the Degree in Physical Education on the CSI, as well as to understand their attitudes and behaviors towards the development of this curricular component. The model adopted in the research was the mixed sequential method under the quantitative and qualitative perspectives. The sample in the quantitative phase was 95 undergraduate students of the graduation course in Physical Education of an HEI. In the qualitative phase, the sample was composed of four undergraduate students, selected according to the evocations and attitudes regarding the CSI manifested in the quantitative phase of the research. The instruments were the Free Word Evocation Questionnaire and the Sociodemographic and Attitudinal Characterization Questionnaire of the undergraduate students, in the quantitative phase; and semi-structured interviews in the qualitative phase. The data was analyzed by prototypic and content analysis techniques, in the quantitative and qualitative phases of the research, respectively. The centrality of the representations was associated with the bureaucracy to formalize the internship due to the excess of documents, signatures, financial costs with photocopies and locomotion between HEI and school. However, in the periphery, predominate evocations that reflect the pedagogical proposal of the CSI, highlighting the practice as a place for learning teaching through socialization with internship agents and basic education students, acquisition of experience and professional identity construction, focusing on the recognition of the pedagogical value of CSI. The results indicate the need for initiatives aimed at establishing an internship culture in which the pedagogical aspects of this formativo axis assume the centrality of the social representations on the CSI.Keywords: Social representations; Teacher training; Supervised internship; physical education.

MEMBROS DA BANCA:
Presidente - 387329 - JOSE HENRIQUE DOS SANTOS
Externo ao Programa - 1547770 - DENIS GIOVANI MONTEIRO NAIFF
Externo à Instituição - ELIZANDRA GARCIA DA SILVA - UFF