Banca de DEFESA: AMANDA DE CASTRO LIMA

UNDERSTANDING TEACHER DECREASE IN INITIAL TRAINING IN GEOGRAPHY THROUGH SUPERVISED INTERNSHIP

Supervised Internship in Geography; Teacher initial formation; Teacher devaluation; Bachelor Degree in Geography; práxis.

Initial teacher training has important pillars to result in a professional qualified to work in Basic Education. Among these pillars, one can point out the Supervised Internship in Geography as an important curricular component in construction of the teaching identity and in the formation of a teacher-researcher attentive to the reality surrounding the school. However, even assuming this importance, it is still possible to perceive a great devaluation of this moment of formation by the undergraduates, emptying the potential for reflection that the Supervised Internship carries, can be seen as a moment of teaching práxis. Being performed only as a moment to go to the school classroom, observe the regent teacher and return to the University, without carrying out any research, intervention or deepening of theories and pedagogical practices. In this horizon, then, the question that guides this research arises: can the devaluation of the Supervised Internship be explained by the devaluation of teaching work? By raising this question, we have as a general objective understand the cause of the devaluation of the Supervised Internship in Geography by the licensees. We consider it important to point out that part of this research was carried out remotely, due to the period of remote teaching that we are going through in the context of Covid-19 pandemic. In order to reach the announced objectives, the research of nature qualitative, will be backed up by the methodology named Research-teaching, where there is research at the time of educational practice. In addition, the research also had methodological paths, dialogues with students and Basic Education Geography Teachers, through forms and interviews, whose responses were analyzed through the Critical Discourse Theory; and, finally, the observation of classes in the disciplines of Supervised Internship I and II. As a theoretical reference to support the research, we sought to authors who address the Supervised Internship, the BNCC, Initial Teacher Training and other topics related to Education. Therefore, at the end of the research, it was possible to conclude that yes, the devaluation of the Supervised Internship is based on the devaluation of the performance teacher, however, in recognition of this sad reality, the Degree in Geography at IM/UFRRJ is already looking for alternatives for this change of perspective, encouraging a critical look and attentive of the students for their own formation and future performance.