Banca de QUALIFICAÇÃO: AMANDA DE CASTRO LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : AMANDA DE CASTRO LIMA
DATE: 04/05/2022
TIME: 08:00
LOCAL: Plataforma Google Meet
TITLE:

UNDERSTANDING TEACHER DECREASE IN INITIAL TRAINING IN GEOGRAPHY THROUGH SUPERVISED INTERNSHIP

KEY WORDS:

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

PAGES: 44
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

In the beginning of a teacher formation process there are important pillars that are responsible to create the qualified professional that will work in the basic education of kids and teenagers. Among these pillars, the supervised internship in geography is an important curricular component in the construction of the teacher identity and in the formation of teacher-researcher that pay attention to the school environment reality. However, even with this importance is still possible to notice that there is a big devaluation of this moment in the licentiate formation, this way, not gaining all the reflexive potential that the supervised internship as to offer, this can also be seen as the moment of the teacher práxis. This supervised internship is being carried out as a moment to go to the classroom, observe the main teacher and go back to the university without doing any research, intervention or deepening in theories and pedagogical practices. In this line of thought, the following question rises, the supervised internship devaluation can be explained by the devaluation of the teacher work? When raising this question, our general objective is to comprehend the cause for this supervised internship devaluation in geography per part of the licentiate and with this objectives: a) investigate the ways that the devaluation is present in the teacher formation process; b) get to know the perception and expectations of the supervised internship that the licentiates, enrolled in the subject Supervised Internship practice in geography I have; c) examine the development of the licentiates perspective along the internship process, taking in account the students in the subject Supervised Internship in geography IV; d) analyze geography teacher conceptions about the teacher formation and supervised internship. We consider important to point out that part of this research was realized remotely, since the classes were being carried out remotely because of the Covid-19 pandemic. To achieve the goals mentioned before, the research will be of a qualitative nature, being backed by the methodology called research-teaching (PENTEADO,2010), where the research is done together with the educational practices. Other than that, the research will also have methodological analysis, such as surveys, in order to get to know and comprehend the licentiates and teachers perspectives about the supervised internship; analyses from reports made by licentiates and lastly, the observation of lessons in Supervised Internship I and II. As a theoretical framework to support the research, we can mention CALLAI (2011); FREIRE (2017); LIMA (2012); NÓVOA (2009); TARDIF (2010); and many others. Therefore, is expected in the end of this research, using dialogues with licentiates and geography teachers, that already graduated, understand what caused the teachers devaluation and what sustain the imaginary that being a teacher is a gift, vocation, that doesn't need a education, research and dedication, turning the teacher practices in a meaningless practice, sustained by a solid theory.

BANKING MEMBERS:
Presidente - 366511 - EDILEUZA DIAS DE QUEIROZ
Interno - 1958337 - CLEZIO DOS SANTOS
Externo ao Programa - 2111255 - RODRIGO COUTINHO ANDRADE